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LIBRARY OF THE THEOLOGICAL SEMINARY 


PRINCETON, N. J. 


PURCHASED BY THE HAMILL MISSIONARY FUND. 


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Modern Fducation 
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Rev. HORACE GRANT UNDERWOOD, M. A., D. D., LL. D. 
Pioneer missionary to Korea; founder and first President 
Chosen Christian College 


Born 1859; Arrived Korea 1885; Died 1916 


Seay 
Modern Educatic 
in 


Korea 


by 


Horace Horton’ Underwood, MEAS Phe: 


Professor of Psychology in the Chosen Christian College, 
Seoul, Korea 
Author of “An English Korean Dictionary” 
“Every-Day Korean” 


a 


1926 
INTERNATIONAL PRESS 
106 SEVENTH AVENUE 
NEW YORK 


Copyrighted, 1926, 
by HORACE H. UNDERWOOD, 
New York. 


Printed in the U. S. A. by 
INTERNATIONAL PRESS, 106 Seventh Ave., New York, N. Y. 


Dedicated to 
My beloved Aunt 
race Brainard Wnderwonod 


Who has made 


America home for me and mine. 


I. 


Il. 


III. 


CONTENTS 


GHAPTERSS 


INTRODUCTION 

A. The Country 

B. Political History 

C. History of Missionary Work 


EDUCATION UNDER THE KOREAN GOVERNMENT 


A. Old Chinese Education 
B. Introduction of Modern Education 


CHARTERGL 


MISSIONARY EDUCATION 
A. EARLY BEGINNINGS AND INDIRECT EDUCATION 


i 
2: 


I 


Zs 
31. 
ae 


DVUbWNe 


Beginnings 
Indirect Education 


(a) Rehabilitation of the native phonetic script 


(b)  Itineration 
(c) Bible Classes 


B. . RELIGIOUS EDUCATION 


Bible Classes 

Bible Institutes 

Sunday Schools 

Daily Vacation Bible Schools 


CHAR TE Ratt 


ELEMENTARY AND SECONDARY EDUCATION 


Northern Methodist 
Northern Presbyterian 
Southern Presbyterian 
Southern Methodist 
Australian Presbyterian 
Canadian Presbyterian 


CHART ERALV: 


Roman Catholic 

English Church 

Ne IM Tea Way 

(a) Salvation Army 

(b) Seventh Day Adventists 

General Educational Conditions and Summary 


vil 


Page 


87 


Vili 


CONTENTS 


Page 
GHAPTER YY Lahey 


D. INDUSTRIAL EDUCATION 


NDVUBWN 


Anna Davis Industrial Department, Pyengyang. 

John D. Wells Industrial Department, Seoul 

Mary Helm Industrial Department, Holston Institute 
Lace Making at Kwangju 

Textile Department Songdo Higher Common School} 
Y. MG. A: Industetal School 

Benedictine Mission 


CHAPTER. V1 120 


E. HIGHER EDUCATION 


CONDVUBWNH+ 


Severance Union Medical College 
Severance Union Nurses’ Training School 
Union Christian College, Pyengyang 
Chosen Christian College 

Ewha College for Women 

Presbyterian Theological Seminary 

Union Methodist Theological Seminary 


Roman Catholic Seminaries and Other Schools for Religious 
Workers 


CHAPTER Vil 


F.. OTHER EDUCATIONAL: WORK 


DHBWN-S 


Women’s Evangelistic Centers 
Me IAL, MEE. Tak. 
Salvation Army 
School for Blind and Deaf 
Foreign Education in Korea 
(a) Schools for Foreign Children 
(b) Federal Council Language School 
Review of Missionary Education 


CHAPTER VIII 166 


IVs SKOREANYPRIY Ad Ee EDUGCA TION 


ite 


? 


Li Bb WW 


Korean share in Christian Education 
Government Reports on Private Education 

(a) Various Private Schools 

(b) Village Schools (Sohtang) 

(c) Private Common Schools 

(d) Secondary, Higher and Other Private Schools 
Summary of Korean Private Education (Gov't. Statistics) 
Women’s Educational Associations 
aherkorean™ Yeo Wie Grea 


Young Men’s Associations 


CONTENTS 


CAART ERI 


V. GOVERNMENT EDUCATION SINCE 1910 
A. EDUCATIONAL POLICY 


il 
Le 


Educational Ordinance of 1911 
Revision of Regulations for Private Schools in 1915 


GHAR TE Rex 


The Independence Movement and the New Adminis- 
tration 

Preliminary Revision of Educational Regulations in 
1919 and 1920 

The Educational Ordinance of 1922 

The Governor-General’s Ruling re Private Schools, 
1923 


CHAPTERS 


B. EDUCATIONAL WORK OF THE GOVERNMENT-GENERAL 


IV 
ih. 


SINCE 1910 


Education of Japanese in Korea 
Education for Koreans 
(a) The Common Schools 
(b) Industrial Schools 
(c) Secondary Schools 
(d) Higher Education 


CHAPTERS KIL 


Vi OrPPORTUNI LIES 


1. The Material for Education 

2. The Conditions for an Educational Experiment 

3. The Opportunity for the Government 

4. The Opportunity for Korean Private Education 

5. The Opportunity for Missionary Education 
BIBLIOGRAPHY 
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IND Ese eee eh Pep eked pert eM dete thm Se TE eres Pea ese a Se 


209 


DIES, 


LIST OF ILLUSTRATIONS 


Page 
REV.. Horace G. Underwood... aera Frontispiece 
Map. of Korea: 22sec ects stesso tegereRetbon cy et aherr te ee eho a 5 
Old Korea: City Gate; Buddhist Temple: ne ate Audience Hall; 

Syubaooewae [PN GARKONEL  sciprosee teeter ccetteinresestcana cre eek SRN ie re 7 
Rev.) HeGs “Appenzel less 55 age este peee rt eae ere acca eee 19 
Types of Native: Civurchees 2. iscsi pect decree seere eel cet eee 27 
Bible classes, .men.and women, Pyemgyan gy cetcccccccercccece tcc rucetetaeer onsen 30 
Secondary Education: J. D. Wells School, Seoul; Paichai School, Seoul; 

"Tennis [eat aJ eels) Wells epee eee ee teen ee eee DD 
Secondary Education, N.P. Girls’ Academies, Seoul and Pyengyang........... Di: 
Secondary Education: S. P. Boys School, Kunsan; S. M. Boys School, 

Som gd” reis-baschbececeecienestanceesn teen tsessrtne tle stenenepnerteoen tans Seemae ances enya =e RT 71 
Market Day csecesssecscsccseccsccestesteensstcesnsenteincncetuncennersnensnegartaestantanaantnstiatbatrecnaereneanetctaetaersateetsatet 
Industrial Education; Anna Davis Shops, fovederane 

Industrial Dept., Seoul eccecsecccosscsesscconcsncncenntnstntinesstntsetstntnstnsnteinernectnetnnttets 
Dr OF Re | Aviscriee ees ee Rae ee eee See 
Medical Education: Severance Medical College and Nurses’ i 

rSYel solo) MEMCRMEp cer Nn, se Re SN EE Roh re micas aN Ee Ree 
Union Christian College, Pyengyang, First Graduates........... at 
Chosen Christian College: Teachers’ Homes; Dormitory... 

Ewha College for Women: Frey Hall; Music Hath cec een 
Chosen Christian College, Umderwood Halk ccccccccccccccecceeecsteessseeteteneeceee eeenrmaneennees é 
Sa WY OLS csencinctectecnsnesenssincerensententntereneetonsnmsttneansstanfetncinennhensieniar stat tfreetsareetzsneangnrfeaeaeeer as 
Y. M. C. A.; Main Buildings; aching Siho p 2a sesccee ee eaten seater 
Chosen Christian College; Professor’s Residence --eecsscrscssscssnsecceessnsemnenmneeneennnet 
Types of Church Elementary Schooissk weed Sea een ees 
Elementary Education; Rural Church School; Baseball Team Seoul Union 

Common -School: 225 cole Na eae ee gee ree 184 
Korean Pottery ac csdgeceecta iti scstlesenteetsteeersrsilronmdinggettest epee eestor iar 222 
Public Schools: Rural Common School; Higher Common School for 

BOF Sse agar espero ie a cen caper agree eat ga 241 
Korea in History: Korean alphabet; Astronomical observatory... PEE 
Koreans at Work: Threskimg; Plowing ..ccccccccce cece eesesesseeneeenecernntennueeennennnegnnnes 280 
Korea’s Strategic position (1map) . cerccscsccccerncertsrmetstnenanmnnenentn bce Ee tee Fe 289 
Chosen Christian College Campus in Wintet............ Ere ee Tailpiece 


x 


LIST 


Population Principal Cities 


OF FIGURES 


. Percent Pop. in Agric. vs. All Other Occupations 


xi 


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FOREWORD 


In writing this book I have endeavored to present a gen- 
eral view of the development of education in Korea from 
the time when that country ceased to be the Hermit King- 
dom down to the present. Within the limits of such a 
work it is obviously impossible to deal with each and all of the 
educational agencies in the country, to mention all who 
have contributed to its educational advance, or to take up 
individually and in detail the problems which have arisen. 
Much valuable and interesting work has therefore been 
passed over with a word or left buried in the statistics for 
a whole mission. In certain cases a fuller treatment might 
have been given had the necessary data been available. | 
especially regret the lack of more detailed information on 
the work which the Koreans themselves are now doing, 
but hope that sufficient has been said to indicate how large 
a share this promises to be and how rapidly they are awak- 
ening to their responsibilities. 

I sincerely appreciate the work which the present govern- 
ment has done and, while the facts stated tend to focus at- 
tention on the task which yet remains, feel that all friends 
of Korea must be grateful for the beginning which has been 
made. It should be noted that Governor-General Saito’s 
work has been recognized and that while referred to in 
these pages as “Baron” he is now Viscount Saito. 

From the variety and form of the sources used it is al- 
most certain that some errors will have crept into the 
manuscript. Every precaution to avoid this and every pos- 
sible care to secure statistical exactness has been used and 
it is my hope and belief that those which may still exist 
will be found to be of minor importance. 

In the discussion of questions on which there has been or 

X111 


XIV FOREWORD 


is wide disagreement I have attempted to state both sides 
with as little prejudice as possible and have avoided state- 
ments of personal opinion, preferring to give the facts and 
allow the reader to draw his own conclusions. 


The work was begun in a class in the history of education 
at New York University under Prof. H. H. Horne and to 
him I owe a great debt both for direct help and for the 
inspiration which I received from him. It was later enlarged 
and worked out as a thesis in the School of Education of 
New York University and to Dean Withers and to the 
faculty of that school I am deeply grateful for assistance, 
direction and encouragement. 


I have also placed myself in debt to a large number of 
busy individuals who have paused in the midst of their own 
work to furnish me with the necessary information. Bishop 
Trollope of the English Church Mission in Korea; Bishop 
Welch of the M. E. Church in Korea; Mgr. Quinn of New 
York;’MrePrank Brockman, Mr; Le Barnhart ands Ma, 
DW. Hyun*of*the Seoul Y. M.'C.- Ac; Rey. Ei W? Koons; 
Rev,:-H. DavAppenzeller; Miss A, R, Appenzeller-" Prot) J. 
E. Fisher; Rev N. C. Wittemore; Rev. R. C. Coen and 
many others have furnished data without which the work 
would have been impossible. Mr. Oda of the Bureau of 
Education, Government General of Chosen, supplied me 
with many of the reports and publications of the Govern- 
ment on which the section on the work and policy of the 
Government General is largely based. Dr. A. J. Brown of 
the Presbyterian Board of Foreign Missions very kindly 
placed at my disposal his own library of works on Korea. 
Mr. Fahs and Miss Herring of the Foreign Missions Re- 
search Bureau, 2 Madison Ave., New York City and the 
librarians of the Presbyterian and Methodist Mission Boards 
gave me every facility in the use of their respective libraries 
and much valuable assistance. 

Thanks are also due to Mr. and Mrs. W. Malcolm Gray of 


FOREWORD XV 


Brooklyn for assistance in the laborious task of checking 
statistics and reading proof. From first to last my wife has 
given constant help in every phase of the work. Much of 
the statistical work is really hers and her suggestions and 
criticisms have been most valuable. 

To all those who have assisted I am deeply grateful and 
sincerely hope that readers who find the book of use will 
appreciate how indispensable a part they have played. 


Horace H. UNpbERwoop. 
New York; March, 1926. 


/ 


GEE DER ly 


I. INTRODUCTION. 


The missionary enterprise in Korea has, in the course of 
its history, achieved a success which has seldom been paral- 
leled in other fields of missionary endeavor. In this work 
education, both direct and indirect, has had a large part. 


Politically, the theatre of two wars, each of which marked 
a great step in the recognition of Japan by the world, Korea 
has attracted a relatively large amount of attention ever since 
the beginning of the twentieth century. It is now the scene 
of another of the many experiments in national “assimila- 
tion.” Here again education has played and is expected to 
play a large part in the attainment of the objective. Whether 
the attempt will prove successful where others have failed 
is a question which time alone can answer. Much of de- 
fense and attack and much of prophesy has been written, 
into none of which the present writer wishes to enter. But 
as spectators we should bear the aims of the government 
clearly in mind in considering its policies and practice in 
Korea. 

With the experiment of the missionary movement, with 
the purpose of the evangelization of the world, with the up- 
lift of the Korean people and with education as a means to 
this end, the writer and the -missionary body as a whole 
are interested and concerned, not as spectators, but as active 
participants. No record or study of this work has yet ap- 
peared despite the fact that more than forty years have 
elapsed since its initiation. To record these events and to 
provide the material for a study of the failures and suc- 
cesses of this branch of missionary endeavor in Korea is one 
of the main purposes of this work. The early attempts of 
the Korean people and the policy and work of the Japanese 
government are all, not only interesting in themselves, but 
necessary to an understanding of the problems and condi- 
tions of the work as a whole. 


From a purely academic standpoint such a record and 
study would be of little interest to anyone and least of all 


Cina 


MODERN EDUCATION IN KOREA 


to the writer. It is only as it may help toward a better un- 
derstanding of the educational problems which are before 
the Korean people and their friends that it is of interest. or 
value. What is recorded in these pages is to a considerable 
extent the result of alien effort. The record of the next 
forty years must show a greater share of the burden as- 
sumed by the Koreans. 

Certain as this is, we must not overly criticize them for 
not having done more, since forty years of contact with 
Western civilization is as nothing compared with the four 
thousand years since Tangun built his great altar on Kang- 
wha island near Seoul. Also, if it is hard for a rolling stone 
to gather moss, the feat is still more difficult for a political 
tennis ball. 

Of the four thousand years and of the oscillations of the 
tennis ball we can mention only a few outstanding dates and 
events, but the reader must attempt to appreciate their ef- 
fect on education and may find them fully recorded in works 
concerned solely with history and politics. 


A. The Country. 


In order to understand the conditions and course of the 
educational work, a few words as to the country itself, its 
political history and the general history of missionary work 
are necessary. 

Korea has an area of about 85,000 square miles with a 
population of between seventeen and twenty million It is 
rich in mineral resources but even up to the present time it 
is predominantly an agricultural country, most of the popula- 
tion being found in small farming villages. Seoul, the capital, 
with 275,000 inhabitants is the only city to pass the 200,- 
000 mark. Figure 1 shows graphically the population of the 
principal towns of 10,000 and over.” 

The main crop is rice, over half the cultivated land of 
the country being devoted to it. Barley, wheat, rye, millet, 
soy beans, cotton, tobacco, and hemp are other important 
crops. The mineral products include pig iron, coal, gold, 
silver, copper, zinc, graphite and others, and there are con- 
siderable industries in forestry, fisheries, and in live-stock. 


1This is roughly equal in population and area to the two states of 
New York and Pennsylvania. 


2 From “Statistics” for 1923 Government-General of Chosen. 


INTRODUCTION 3 


Fig.l. Population principal cities in Korea.(Govt. Statistics 1922) 


| MODERN: EDUCATION IN KOREA 


Statistics list only a little over 53,000 persons as employed 
in 2,087 “factories” against almost 15,000,000 in farming; 
1,100,000 in trade and transportation; 425,000 in “public ser- 
vice and professions” and 215,000 in fisheries and salt pro- 
duction. Figure 2 shows graphically the population by oc- 
cupations. 

The climate is such as might be expected in the north 
temperate zone except for the heavy rainfalls of the summer 
which constitute a regular “rainy season,” and for a gener- 
ally higher humidity than in most parts of the United States. 
The temperature falls much lower than in all but northern 
Japan, for whereas Japan is warmed by one ocean current, 
Korea is cooled by another. The country is mountainous 
in the extreme though the highest altitude attained is less 
than 10,000 feet above sea level. With an area and popula- 
tion approximately equal to that of New York and Penn- 
sylvania there are as yet only 1,400 miles of railway as com- 
pared to the more than 18,000 miles in those two states and 
under 5,000 miles of so-called “improved” roads, none of 
which are surfaced in the modern sense of the word, as against 
the 32,000 miles of surfaced roads in the states mentioned. 
The consequent difficulties of travel and transportation and 
of the spread of ideas may be imagined. Space forbids a 
more lengthy description of the general conditions of the 
country and we must turn from these words on the Korea 
of to-day to glance at the history which lies behind it. 


B. Political History. 


It is not in accord with our purpose to dwell at length on 
the ancient history of the country and a tabular presentation 
of the chief periods with a few words of comment and ex- 
planation must serve for the present. 

1h aneunattaditiond |e oe 2333 B. C—1122 Boe. 
2. Kija, dynasty, quasi-historical..1122 B. C.— 193 B .C. 
3. The Three Kingdoms 


Kootrvn) North |tcsene 37 B. .C— 668 A.D. 
Pakje (Southwest) sauce. 18 B. C— 660 A. D. 
Sulaetoouthesat) so. 57 B. C— 935 A. D. 
AOL yy hast eta es 918 A, D—1392 A. D. 


(Capital at Songdo) 
Shame weber Nim's Gh es te cone emotes he 1392 A. D—1910 A. D. 


INTRODUCTION 


vi ould HAI 


tercaw SEA 1 


| 
| 
| 


bane ae 


Map of Korea 


6 MODERN EDUCATION IN KOREA 


Chinese culture was first introduced by the “Kija’’ men- 
tioned above. The coming of the Buddhist missionaries dur- 
ing the period of the Three Kingdoms (dates of introduc- 
tion: Koguryu 369 A. D.; Pakje 384 A. D.; Silla 424)3 gave 
a further impetus to education; the monasteries became uni- 
versities and schools, the monks teachers.4 After a thou- 
sand years of power Buddhism fell into disrepute. Confu- 
cian schools, shrines and teachers sprang up independently 
of the monasteries, and when westerners first came to Korea 
they found spread over the country a system of government- 
guided or rewarded education, modelled very closely on Chi- 
nese lines. It was, as in China, largely private in support 
though culminating in the government controlled examina- 
tions held in the great examination halls. The descriptions 
of Chinese education may be taken in most respects for the 
Korean system, but while the system was the same, an im- 
portant difference in the conditions of education lay in the 
existence of a native phonetic script, much neglected, and 
little used but having great potentialities. This script was 
devised in the 15th century by order of the king for the bene- 
fit of the common people and gives them an immeasurable 
advantage in the means of education over other Oriental 
peoples. 

For some hundreds of years Korea remained closed, politi- 
cally and commercially, to all nations but China which main- 
tained a nominal suzerainty over the country. In 1876 the 
first foreign treaty was signed with Japan, in 1883 one with 
the United States and soon after with other western powers: 
From 1876 till 1895 was a time of attempted adjustment to 
a modern world, complicated by internal and external polli- 
tical intrigue. In 1895 the Queen was murdered by hired 
Japanese assassins with the connivance of her father-in-law, 
the ex-regent. From this time till the Russo-Japan war was 
a period when the royal party leaned more and more toward 
Russia and opposed Japan. In 1908, with the opening of the 
Russo-Japan war, Japan went through the form of negotiat- 
ing a treaty of alliance with Korea; her troops passed through 
en route to Manchuria and a few skirmishes took place on 
Korean soil. With the victory of Japan, Korea remained 


3These kingdoms are known in the Japanese pronunciation as Korai, 
Hiakusai, and Shinra, respectively. 
4 Dr. F. Starr, “Korean Buddhism.” 


INTRODUCTION 


LR Se 


‘Peeeeeeges prrtttccerccetcecumeans “8 


SS ee 


a rp 


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Se Te Perea eae ee 


OLD KOREA 
City Gate Buddhist Temple 
City Wall 


Audience ITall Summer Pavilion 


uae 


8 MODERN EDUCATION. IN KOREA 


under Japanese “influence” and in the fall of 1905 a protec- 
torate was declared. The semblance of independence was 
maintained till 1910 when the country was formally annexed 
and became part of the Japanese empire. Declaration of the 
protectorate was accompanied and followed by wide-spread 
disturbances and desultory fighting of a guerilla nature by 
the so-called “Righteous Army” of the patriots, dubbed ban- 
dits by the government. This was crushed out after a time 
and a period of peace under military rule followed.° 


In 1919 occurred what is known as the independence move- 
ment in which numbers of unarmed demonstrations in favor 
of independence took place. This was put down with great 
severity by the Japanese authorities. So extreme was the 
action that public opinion in Japan and in the United States 
was aroused and the personnel of the higher government 
officials was changed, including the governor general.6 The 
new Governor, His Excellency Admiral Baron Saito, has made 
many liberalizing changes in policy and practice. Not the 
least of these have been in education and in the interpreta- 
tion of educational regulations. These facts of political his- 
tory are briefly retold here, largely because in 1905, 1910, 
1915, 1919 and in 1921-22 political events and policies mark- 
edly affected educational policy and procedure. 


C.—Missionary History. 


Of making of introductions there would seem to be no end, 
but in order to get the perspective of the educational work 
we must sketch an outline of general mission work. More- 
over, it must be remembered that although not all directly 
connected with the establishment of schools and teaching of 
pupils, the very coming of these men and women and the be- 
ginning of their work formed an important phase of education. 

It has already been stated that the first treaty with a 
western power was signed with the United States in 1883, 
but as early as 1835 Roman Catholic priests (French) had 
entered the country and suffered persecution and death for 
their daring. Even before this, however, in 1832, Gutzlaff, a 


5See F. A. MacKenzie, “Tragedy of Korea” and “Korea’s Fight for 
Freedom”; Hulbert, “The Passing of Korea,” and Chung, ‘“‘The Case 
of Korea,’ for Korean and neutral accounts of this and the following 
periods, 

6The change was, of course, nominally for other reasons. 


INTRODUCTION f] 


Prussian missionary, landed on an island on the coast of 
Korea and spent a month during which time he distributed 
a number of Chinese Bibles and other books. As it is prob- 
able that this is one of the first incursions of any literature 
outside the Chinese classics into Korea, its educational sig- 
nificance should not be overlooked. In 1866 the Reverend 
Mr. Thomas of the London Missionary Society went to 
Korea on the ill-fated “General Sherman” and was killed with 
its crew in the river off the city of Pyengyang. In 1877 the 
Reverend Mr. Ross and Reverend Mr. McIntyre, Scotch- 
Presbyterian missionaries in Mukden, Manchuria, learned 
Korean from Koreans who drifted over the border or came 
with the annual embassy to Peking, and in that year pub- 
lished an English-Korean Primer and some of the Gospels, 
and later the entire New Testament. This also constituted 
a notable educational beginning. 

The first real mission work (Protestant) to be established 
was opened by Dr. H. N. Allen of the Presbyterian mission, 
who arrived in Seoul in September, 1884. In the spring of 
1885 Dr. H. G. Underwood landed as the first Protestant 
minister of the Gospel (also under the Presbyterian Board), 
and shortly after came Mr. and Mrs. Appenzeller and Dr. 
and Mrs. Scranton with Dr. Scranton’s mother, Mrs. M. F. 
Scranton, under the Methodist Parent Board and the Method- 
ist Woman’s Foreign Missionary Society. In 1889 two rep- 
resentatives of the Australian Presbyterian mission arrived 
and began work in southern Korea. In 1890 The Right Rev- 
erend Charles John Corfe, D.D., Bishop of Korea, and six 
ordained men and two physicians opened a mission for the 
Society for the Propagation of the Gospel (Church of Eng- 
land). In 1892 Mr. and Mrs. Junkin, Mr. and Mrs. Reynolds, 
Messrs. Tate, Johnson and the Misses Tate and Davis ar- 
rived as representatives of the Southern Presbyterian Mis- 
sion. In 1893 Mr. McKenzie, a young Canadian, came to 
Korea as an independent missionary, and, is usually consid- 
ered the pioneer of the Canadian Presbyterian Mission, regu- 
lar representatives of which arrived in 1898 in the persons 
of Dr. and Mrs. Grierson, Mr. and Mrs. Foote and Mr. D. M. 
McRae. The Southern Methodist Church also opened work 
in Korea before the end of the last century, its first mission- 
ary, Reverend C. F. Reed, arriving in 1894.7 Mr. P. L. Gil- 


7H. N. Allen, “A Chronological Index.” P, 29. 


10 MODERN EDUCATION IN KOREA 


let arrived in 1901 to open Y. M. C. A. work, and in 1908 
the Salvation Army started their first compaign in Korea- 

The early work of the missionaries was much aided by the 
services rendered a wounded member of the royal family 
by Dr. Allen and by the friendship of the Queen for Miss 
L. S. Horton, M. D. (later Mrs. H. G. Underwood) who was 
the queen’s physician. It will be plain, however, that there 
was much to do before direct educational work could be 
begun. The representatives of the Presbyterian and Method- 
ist missions who first went to Korea were real pioneers 
making first attempts to break down the walls of prejudice 
which had stood for, literally, thousands of years. Whether 
educational work could and should have been begun sooner 
or pushed more vigorously in the early days is a question 
to be considered in its place, though no man to-day can say 
with assurance “It should have been thus or thus.” Hayvy- 
ing introduced the various missions as some of the impor- 
tant members of the cast, we can now turn to the educational 
drama itself beginning with the former Korean Government 
as a starting point both logical and chronological. 


II. EDUCATION UNDER THE KOREAN 
GOVERNMENT. 


It is frequently claimed that the Korean government did 
nothing for education, and indeed the record is not impres- 
sive. It should be remembered in this connection, however, 
that (in addition to the corruption which is usually blamed 
for the failure) the existence of a strong conservative party 
fomenting internal intrigue, and pressure from external 
sources on all sides do not constitute the most ideal condi- 
tions for planning and carrying out a program of educational 
reform. But even of what was done the records available 
to-day are meagre in the extreme. When wars are being 
waged, royalty assassinated and dynasties falling, the records 
of an embryo educational department receive scant attention. 
A few details can be unearthed from such material as is 
available and these we have used to eke out the brief ac- 
count. It is the writer’s hope that later investigation will 
throw more light on the period than is at present available. 


A. The Old Chinese Education. 


The old Chinese education prevailed in Korea from the 
time of Kija till 1896. It is not necessary to describe it 


INTRODUCTION L1 


here since it has been done in books on China many times, 
and since it is the new, and not the old, with which we are 
primarily concerned. Like the Chinese it culminated in a 
yearly examination in the capital and centered round the 
central Confucian School in Seoul. This was not a school 
in the sense of a place of instruction, but more to be com- 
pared to the French Academy as a scholastic honorary so- 
ciety. Confucian scholars’ clubs and shrines were to be found 
in almost every town or district in the country and their 
members were the scholastic arbiters of the region as those 
of the central “society” were for the country. With the es- 
tabl:ishment of modern schools it was obvious that the old 
and the new could not long continue together, and in 1896 
the old system was finally discarded. 


B. Introduction of Modern Education. 


The entering wedge of governmental education on modern 
lines which in a little more than ten years utterly overthrew 
the old system was not impressive. So far as I can ascer- 
tain, it seems that the first school of at all a modern character 
was nothing more imposing than an English-language school 
for interpreters. Mr. Gilmore, himself a pioneer in educa- 
tional work and one of the “three teachers” referred to jn 
the following quotation, says: 


“When the three teachers reached Korea (1886) they 
found there a school for interpreters taught by a Mr. 
Halifax, a man, who, though not a scholar, yet deserved 
all praise for his attainments which were self-acquired. 
He had studied telegraphy and had gone to Korea to 
take a position in the telegraph service. Disappointed 
in this he had secured” (from the Government) “the 
opening of a school for training interpreters, and con- 
sidering the opportunities he had had, did very good 
work,” § 


This school was opened in the latter part of 1883° and prob- 
ably has the honor of being the first modern school in Korea. 
Iven if the institution holds this historical] honor, it was not 


8G. W. Gilmore, “Korea From Its Capital,” De veo05 

°P. Lowell, ‘Chosen, Land of Morning Calm, p. 165; also H. N. 
Allen, “A Chronological Index.” Dr. Allen states that the school 
was started by Mr. Moellendorf in August, 1883, P. 13. 


12 MODERN EDUCATION IN KOREA 


in itself a school of vital importance, though its graduates did 
good and useful work in other schools, in departments of the 
government, in the foreign legations and in many other posi- 
tions. 


The first treaty with a western power was that signed with 
the United States in 1883, and with this date in mind let us 
refer again to Mr. Gilmore: 


“It will be remembered that in 1883 His Majesty sent 
an embassy headed by Prince Min Young Ik to the United 
States and that this embassy was received with open 
arms. Our educational system came under their view. 
And when their visit was terminated, and they were es- 
corted back in a United States man-of-war, they ex- 
pressed themselves as impressed with the greatness and 
excellence of western government. Among other things 
which they recommended was the starting of a school 
under royal auspices, and the American Government was 
asked to nominate three competent young men to under- 
take the management and teaching of this institution.— 
The author was one of the three nominated!” and we ex- 
pected to proceed sometime during 1884 or early in 1885. 
In the late winter of 1884-1885 the excessive and blood- 
thirsty zeal of some of the radicals precipitated a revo- 
lution which seemed likely to nullify the preparations 
made; but as events showed, it only delayed our de- 
parture till 1886. We were summoned in the spring of 
that year and landed on Korean soil July 4th. We found 
the Koreans ready to welcome us and do us all honor. 
Houses had been bought and partly prepared for our oc- 
cupation; school buildings and quarters for the scholars 
were well under way and everything looked promising. 
But the proverbial slowness of the Orient harassed us 
and it was the last week in September before we got to 
work. The pupils belonged to the nobility and were ap- 
pointed by the king. Thirty-five were named as our first 
class of whom thirty began attendance on the exercises. 
We found that not one of them knew a word of English, 
so that we had to begin with the alphabet. Three inter- 


10The other two were Mr. D. A. Bunker, now senior member of 
the Methodist Mission in Korea, and Mr. H. B. Hulbert, now living in 
Springfield, Mass., and a well known writer and lecturer on Korea. 


INTRODUCTION 15 


preters were attached to the school, one for each of the 
teachers. These were found useful, at first, though we 
could soon have dispensed with their services. A word 
should be spoken here about the purpose of the school. 
There are two parties in Korea which may be called the 
Conservatives and the Progressists. The king is at heart 
a progressist.1 He is not a radical but a ruler who be- 
lieves that his people can be benefited by being led to a 
higher level, but with the wise determination not to have 
them led faster than they can follow. He is surrounded 
by men steeped in Chinese dogmatism and conserva- 
tism.—Charges are trumped up against those of the 
king’s counsellors who are supposed to support him in 
this policy, and these men are in one way or another 
gotten out of the way. There is thus a constant need 
for men who are prepared to support His Majesty in his 
measures of progress. Our school was expected to do 
this. It was supposed that the scholars by association 
with men representing Western culture and attainments, 
and having learned something of enlightenment and its 
blessings would become liberals and firm supporters of 
the king. Thus far that end has been attained.” 


After commenting favorably on the mental ability of the 
Korean students, and with justifiable annoyance on inter- 
ference with the work of the school by conservative and 
corrupt officials, Mr. Gilmore makes the following interesting 
statement: 


“One purpose of the school has been gained, and if 
the machinations of the Chinese do not prevail, and if 
the school founded in the capital be allowed to: develop 
into something like the school system which is bearing 
such excellent fruit in Japan, the possibility of the devel- 
opment of the peninsula will become a certainty.” '? 

Unfortunately we, in 1925, know what Mr. Gilmore, writ- 
ing in 1892 could not, that “the machinations of the Chinese,’ 
the conservative party, the Russians, and others did prevail, 
and the system was not allowed to develop. The school, how- 
ever, continued in one form or another for many years, but 


11 The italics here and throughout are by the present writer un- 
less otherwise noted. 

12G. W. Gilmore, ‘Korea From Its Capital.” P. 228. 

L3@) DarGliamperZo4. 


14 MODERN EDUCATION IN KOREA 


so hampered by politics and corruption as to be unable to 
play the part hoped for it in the education of the country. 
That not only the King, but the Queen was interested in 
this type of school is shown in a quotation from another 
writer some years later. The school in which Mr. Gilmore 
taught, while still in existence, had by this time practically 
ceased to function as a school for the nobility. The American 
teachers had resigned and a new start was necessary. Re- 
ferring to the winter of 1894-95 Mrs. Underwood says: 


“Through the whole winter I was at the palace very 
often as were the ladies of the American and Russian 
legations, and Dr. Avison of our mission who was physi- 
cian to the king was frequently consulted and the recipi- 
ent also personally of many royal favors. In the spring 
the prime minister came, saying the Queen had sent him 
to ask Mr. Underwood to draw up plans and estimate 
the cost of a school for the sons of the nobility. The 
site selected was between the east and west palaces. Her 
Majesty proposed to erect dwellings for the teachers, 
whom my husband was asked to recommend and send 
for to America. The Queen was prepared, the minister 
said, to give at once $30,000 for the school and $20,000 
or $30,000 a year for the running expenses. Mr. Under- 
wood drew up the first plans and made estimates which 
were sent for Her Majesty’s criticism and approval. 
These were again referred to Mr. Underwood. The final 
plans were being prepared and only two weeks before 
they were to be sent for the queen’s approval, the great 
blow fell” (assassination of the Queen on October 8th, 
1895) “which put an end to all her beneficent and en- 
lightened schemes for the advancement of her people.” !4 


That the interest of the court and government was not 
solely in the education of the nobility is shown by the fact 
that in this same year, 1895, the first ordinance opening the 
way for the establishment of public primary schools was 
promulgated. It was modeled in general after the system in 
Japan, and a number of schools were established under its 
provisions.!> 


14]... H. Underwood (Mrs. H. G.), “Fifteen Years Among the 
Top-Knots.” P. 119, 

15 Government-General of Chosen, “Manual of Education for 
Koreans.” In one edition, the date is given as 1895, and in another as 
1897. H. N. Allen’s “Chronological Index” gives September, 1895. 
edie 


INTRODUCTION 15 


As has already been suggested this assassination tended 
to throw His Majesty and the court more and more toward 
the pro-Russian party and probably hastened the coming of 
the Russo-Japan war. It further tended to strengthen the 
hands of the conservatives as regarded internal policy and to 
add to the endless intrigues of the period. All of which hin- 
dered the legitimate reforms so desperately needed by the 
country. Even in the midst of all this, some progress was 
made, for Dr. Allen tells us that a Normal School was organ- 
ized in 1897 and that a building for a Middle School was 
completed in 190016; and we find the following brief line from 
Mr. Hulbert’s pen on the period 1895-1900: 


“—an attempt at a general system of education had 
been made throughout the country, the work of publish- 
ing text-books was being pushed and students were sent 
abroad to acquire a finished education.” 17 


The attempt spoken of did not achieve the greatest suc- 
cess, due again to the causes to which we have already re- 
ferred. Writing in 1906, Mr. Hulbert’s comments on educa- 
tion show the disappointment he felt’: 


“For the past ten years education has occupied a place 
of greater honor” (than under the Confucian system) “and 
the Educational Department is co-ordinate with that of 
War, Finance, Law, Agriculture or Foreign Affairs. The 
small sum appropriated shows, however, its relative 
status. Education receives $20,000, while an almost en- 
tirely useless anmy receives $1,000,000. In Seoul a dozen 
or more primary schools have been established with an 
average attendance of about fifty boys. These schools 
are of rather an inferior grade, but they are infinitely 
better than nothing. Arithmetic, geography, and history 
are taught besides the Chinese character and the Japanese 
vernacular. There is a small normal school, but it is in 
native hands only and its product is of little or no ac- 
count. The so-called Middle School, which is housed 
in a substantial foreign building, can accommodate three 


16H, N. Allen, “Chronological Index,” pp. 36 and 43. 
WH. B, Hulbert, “The Passing of Korea,” p. 167 


16 MODERN EDUCATION IN KOREA 


hundred students, but the actual number is only about 
sixty. Two foreigners, an American and a Japanese, to- 
eether with six Koreans form the faculty of this school. 
Besides the higher Korean branches, chemistry, physics, 
botany, physiology, general history, geography, arith- 
metic, algebra and geometry are taught. The difficulty 
in this, as in all the other schools, is that the govern- 
ment gives no encouragement to the graduates. The 
student expects and has a right to expect that after gradu: 
ating from a government school he should have a better 
chance to receive official position than ordinary unedu- 
cated Koreans. But he finds that nepotism still holds 
sway and that personal and family influence is a better 
door to preferment than education. These Korean youth 
have not yet come to recognise education as its own re- 
ward, and so the schools are almost empty——There are 
a number of important foreign language schools in Seoul 
—English, French, German, Japanese and Chinese. These 
are successfully carried on by gentlemen of these various 
nationalities. In the various provincial capitals the ygov- 
ernment has established, in a desultory way, a number 
of schools of intermediate grade which are fairly suc- 
cessful, but until the public sentiment of the people at 
large rises to the fact that education ts one of the main 
bulwarks of the state, no work of large dimensions can 
be done-—There have been sporadic attempts at agricul- 
tural, mining and engineering schools, but they have all 
failed, largely because such education has not been based 
upon a previous mastery of the common elementary 
Dranches. ss 


Lack of government encouragement and support, plus the 
fact that the people themselves were not yet awake to the 
need of modern education, and plus the natural result of the 
above, that there was not a sufficient number with a “mas- 
tery of the common elementary branches” for higher educa- 
tion to succeed, these, as they appear in Mr. Hulbert’s pages, 
are the reasons for the relative failure up to the date of his 
writing, 1906. They also explain to a certain extent some 
similar phenomena in mission education to which we shall 
now turn. 


is H. B. Hulbert, “The Passing of Korea,” p. 338 ff. 


MISSIONARY EDUCATION ws 


CERAT AY hele 
III. MISSIONARY EDUCATION. 


For many years missionary education led in the intro- 
duction of western civilization in the country and a large 
proportion of the leaders of educational work are products 
of the missionary endeavor. It is furthermore the phase 
of education in which students of experimental education and 
of missionary work in general are most interested. For this 
reason and because the facts are more accessible, the writer 
has given more space to this part of modern education. All 
who are interested in the growth of Oriental peoples are 
deeply interested in Japan, her internal growth and the char- 
acter of her expansion and the experiments resulting from it. 
It is, therefore, not from lack of interest but from the nature 
of our point of view and the accessibility of materials that 
relatively greater space is devoted to missionary education 
than to the work of the government along this line. 

For purposes of convenience the writer has divided the 
subject of the educational work of missions in Korea into 
a number of sections according to the character of the work. 
The first section has been called: 


A. Early Beginnings and Indirect Education. 


1. The arrival of the first missionaries in 1884-85 has been 
recorded in an earlier section. The study of the language 
of course formed their first work and yet we read that Mrs. 
M. F. Scranton founded the present Methodist Girls’ School, 
known in Korea as Ewha Haktang, in January, 1886, with one 
pupil.” This was undoubtedly the first girls’ school in Korea. 
While “one pupil” is not an impressive enrollment, and though 
the numbers grew slowly, the aims and opportunities im- 
pressed Mr. Gilmore, for he writes: 


“Mrs. Scranton built a large house in native style and 
soon had around her a class of interesting girls, whom 
it is her care to train up as Christian’ women.—The 


1H. N. Allen, “Chronological Index,” p. 19. 


18 MODERN EDUCATION IN KOREA 


aim is to develop them in such ways as to make them 
model housewives under the conditions in which they 
must pass their lives and to make them missionaries ol 
the Cross among their relatives and associates.” ” 


In an Oriental country, such as the Korea of that day, a 
girls’ school was a contradiction of all inherited ideas and 
the very conditions for its existence were lacking. Progress 
was, therefore, slow both in enrollment and in content of the 
teaching: 


“Two years later (1888) the school had seven pupils, 
all of whom were orphans or children of parents too 
poor to support them. In 1893 the Bible was about the 
only subject taught, due to the difficulty of getting text 
books and the Korean custom that girls should not be 
instructed by men teachers.” ® 


It should be remembered in reading the above that the Bible 
served not only as a religious text book but as a “primer” 
in the native script, and sometimes for the Chinese character 
as well. 

What Mrs. Scranton began for girls, Mr. Appenzeller did 
for boys, and in 18864 opened what is now known as the Pai 
Chai Higher Common School, the first missionary school for 
boys in the country. The article quoted above gives the 
date as 1887 but the files at the Methodist Board room and 
Dr. Allen’s testimony seem to favor the earlier date. The 
workers of that day or those who have written of those times 
do not seem to have considered that the next generation 
might be interested in exact dates and times, and proper 
care in securing the exact data from those who remain with 
us has not been exercised. The priority of a few months or 
days is of little more than academic interest, and it is usually 
conceded that Pai Chai was the first boys’ school established 
in Korea. 

In the same year (1886) Mr. H. G. Underwood of the 
Presbyterian Mission opened an orphanage and boys’ school. 


2G. W. Gilmore, “Korea From Its Capital, p. 300. 


3J. T. Carter, “Principal Mission Schools of Seoul” in Korea Mis- 
sion Field for August, 1920. 


4H. N. Allen, “Chronological Index,” p. 19. 


MISSIONARY EDUCATION 


REV. H. G. APPENZELLER B. Dee Mane. 


Pioneer Missionary M. EK. Church, Founder of First 
School in Korea 


Buys 


20 MODERN EDUCATION IN KOREA 


Of this school we have a little more information, thanks 
again to Mr. Gilmore: 


“The needs of some boys with whom he (Mr. Under- 
wood) had come in contact, suggested to him the estab- 
lishing of an orphanage, and he mentioned this to some 
Koreans of high rank through whom knowledge of the 
project came to the king, and the latter gave his sanc- 
tion. The suggestion was approved by the Board of 
Missions at home and the orphanage became a fact. At 
first the only inmates admitted were boys, and before 
long there were over forty of these who were lodged, 
boarded and taught in the institution. The studies in- 
cluded: 1st, the vernacular under a competent native 
scholar: 2nd, the Chinese written language, also under a 
native instructor, for the aim is to turn out scholars 
who will, in native lore, be the peers of any in the king- 
dom; 3rd, the English language, and with this as the 
scholars grow old enough to profit by it, instruction is 
to be given in science; 4th, moral and religious instruc- 
tion is given with Christianity as its basis.” ° . 


There has so often been an implication made that the 
whole plan at this time contemplated nothing more than the 
care and feeding of a few orphans, that a few words more 
from Mr. Gilmore, who was in Korea almost from the open- 
ing of the school, may be of interest as to its real character 
as an educational beginning. 


“When it is stated that the king knows the progress 
made by the scholars in the school, that he is watching 
in advance the progress they are making, that he has 
already signified his desire that the eldest and most ad- 
vanced scholars, two in number, shall enter his service; 
and when it is realized that in all probability there will 
go from that orphanage young men who will be the 
peers in Korean and Chinese learning, of any they will 
meet, and in addition to this will have a fair knowledge 
of Western science, will have habits of order and in- 
stincts of civilization above the average of their race 
and—more than all—minds steeped in the love of their 


5Gilmore, op. cit., p. 297, 


MISSIONARY EDUCATION 21 


Saviour—it can be seen that no work is carried on in 
Seoul which gives promise of larger results to Christianity 
than that done at the orphanage.” 6 


The above as well as letters of Dr. Underwood written at 
this’ time and in the writer’s possession give ample testi- 
mony that there was even at this early date broad vision as 
to the future educational work. Mention is even made in 
some of the hopes for a “Christian college” for the country. 


One or two more beginnings remain to be mentioned. 
In 1886 Dr. Annie Ellers went to Korea to act as physician 
to the queen. After a short time she was married to the 
Reverend D. A. Bunker, one of the three teachers in- the 
government school, but 


“notwithstanding that she severed her connection with 
the mission” (Presbyterian) “she commenced the work 
of forming a girls’ school in connection with the orphan- 
ace 


It apparently started on exactly even terms as to the number 
and character of students with the Methodist school with 
one orphan girl. Due to Mrs. Bunker’s ill health it was 
shortly placed in charge of another lady: 


“Miss Hayden,® arriving about this time, the girls’ 
school which had been started by Mrs. Bunker with one 
little orphan girl, was placed in her care.” 1 


For the date of this beginning of women’s education by the 
Presbyterians we are indebted to the report of ‘one of the 
Board Secretaries who visited Korea some years later in 
which reference is made to “the girls’ school opened in 1888.” 1! 

Still another line of education had an early beginning, 
though not coming to fruition for many years. 


6 Gilmore, op. cit., p, 298. 

7 Private letters, H. G. Underwood, 1885-89 possession of H. H. U. 
8Gilmore, op. cit., p. 299. 

9 (Mrs. Gifford): 

10H. G. Underwood, “The Call of Korea,” p. 152. 

11Dr. Robert Speer, Report of a visit to the Korea Mission. 


22 MODERN EDUCATION IN KOREA 


“At the hospital a school had been started with the 
object of giving some Koreans a medical education’™ 
and again, “work had been well started, the hospital was 
daily crowded with patients, in addition to which Dr 
Heron” (arrived Korea June, 1885) “has a large foreign 
and native practice, as well as a hospital school for the 
instruction of future drug clerks and medical students.” 
—(Mr. Underwood) “was at that time, in addition to 
the orphanage, teaching in the government hospital 
school which it was hoped might be the stepping stone 
to a medical school.” !° 


With the later progress of these schools we shall deal in 
another section. They are introduced here because they were 
historically first and also in answer to statements that “The 
Korea missions were late in beginning educational work.” 
It is true that the greatest stress was not at first laid on edu- 
cational work and this was because the conditions for more 
than this elementary work were lacking. It should also be 
remembered that it was the natural corollary of the state- 
ment by Dr. Brown of the Presbyterian Board of Foreign 


Missions that: 


“The policy of the boards and missions is not to de- 
velop a great system of general education which would 
duplicate the educational system of the government but 
to maintain a limited number of institutions of high grade 
to serve the specific purposes for which Christian work 
is conducted in non-Christian lands.” !° 


If this be accepted it is hard to see how the missions could 
have begun educational work much earlier. Even the unfor- 
tunate discontinuance of the Presbyterian boys’ school when 
in 1896 it had an enrollment of thirty-five was carried out 
with the approval, if not on the advice, of the board secretary 


12Gilmore, op. cit., p. 296; H. N. Allen, “Chronological Index,” p. 19: 
“A Government Medical School was started by Messrs. Allen, Heron 
and Underwood, April 10 1886.” It is included here rather than 
under Government Education because it was much more of a mission- 
ary than a government institution from the beginning. 

13L, H. Underwood, “Fifteen Years Among the Top-Knots,” p. 6. 

144. J. Brown, “The Mastery of the Far East,” p. 553. 

15A. J. Brown, op. cit. p. 555. 


MISSIONARY EDUCATION 23 


then visiting the field!® and against the will of its founder. 
However, this verges on the history of the schools which we 
have reserved for a later section. 


2. Indirect Education. 


It must be recognized that even from the educational 
point of view the direct work of the schools is very far from 
constituting the whole of educational work. Thus in Korea 
not only in the early days, but down to the present time there 
is a great deal of the work of missions which must be classed 
as indirect education. It is natural that as time has passed 
and other educational forces have come into play this indi- 
rect education should be a relatively smaller factor and be 
less recognized than at first, but it is still to be reckoned 
with. To deal with all the phases of missionary work which 
might come under this more or less elastic head, would be 
an overwhelming and almost impossible task. The writer 
wishes, however, to call attention to its existence and to point 
out two or three distinct contributions to the general educa- 
tion of the people which have been made in this way. 


a- Rehabilitation of the Native Phonetic Writing. 


In Korea from the 15th Century there have existed two 
systems of writing, the Chinese ideograph or picture writing 
which was introduced from China, and a native phonetic 
writing. The latter consists of an alphabet devised in the 
15th century by order of the then king of Korea to meet the 
needs of the common people.’ The preponderant literary 
prestige of the Chinese and the fact that the native script 
had been specifically prepared for the ignorant masses com- 
bined to relegate it to the use of these classes alone and bar 
it from the place which it might rightfully have taken as a 
very superior vehicle of writing. We have already stated 
that the Reverend Mr. Ross of Mukden with Mr. McIntyre 
had published an English-Korean primer and some of the 
Gospels in the Korean script. The native writing presented 
to the Westerners a wonderful medium for the presentation 
of the message they had come to bring. The following quo- 


16Robert Speer, op. cit. 

17For the story of the invention of the native writing see: Gale, 
“The Korean Alphabet,’ Trans. Korea Branch, R, A. S.; Hulbert, 
“The Korean Alphabet,’ “The Korea Review, Vol. I, No. 1. 


24 MODERN EDUCATION IN KOREA 


tation from Dr. Underwood is taken from another book in 
which it is used: 


“Much as we dreaded making mistakes, the importance 
of this work” (the translation of the Bible) “so urged us 
on that within a year of our landing we were attempting 
individual versions, and early in ’86 the Reverend H. G. 
Appenzeller united with the writer in a translation of 
Mark’s Gospel—Immediately on the return of the writer 
from Japan on this errand” (the publication of Mark 
in ’87) “under the advice of Dr. J. C. Hepburn, the mis- 
sionaries organized the Permanent Bible Executive Com- 
mittee of Korea, which undertook the translating and 
publication of the Scriptures.” !§ 


The emphasis placed upon literary work and its progress 
is seen in the following: 


“In 1888 Mr. Underwood suggested the establishment 
of the Korean Religious Tract Society and made appeals 
to the Tract Society of Toronto, the American Tract So- 
ciety and the Religious Tract Society of Lendon for 
financial aid. All these consented to make grants for 
immediate publication to be begun in a small way, and 
in 1889 the Korean Religious Tract Society was or- 
canized. 


This society is now known as the Christian Literature 
Society and has maintained a continuous and useful existence 
in the production of literature the greater part of which has 
been in the native script, though later a compromise system 
of writing known as the “Mixed Script” has been much used. 
In this the main verbs, nouns and adjectives are written in 
the Chinese ideograph and the verb or noun endings and con- 
nectives in the phonetic writing. The mere number of pages 
of the native script printed even in the early years, the intro- 
duction into it of word or syllable spacing and an embryo 
punctuation (which it had lacked) and the prestige it received 
by being used by those in high favor at court and known 
to be scholars in their own land, gave great impetus to its 


18L,. H. Underwood, “Underwood of Korea,” p. 49. 
19, H'. Underwood, op. cit., p. 46. 


MISSIONARY EDUCATION 25 


use and rehabilitation. In January, 1895, the official Gazette 
adopted the Mixed Script. The King’s oath of Independence 
and Reform was promulgated in Chinese, Mixed Script, and 
in the pure native phonetic writing.2° The process which was 
inaugurated has been described as follows: 


“They” (the missionaries) “translated the New Testa- 
ment, prepared grammars and dictionaries and were rap- 
idly rehabilitating the Un-mun” (native script) "in some 
such way as Wyclif’s translation of the Bible inaugurated 
a new era for English.” ?! 


The reason for the tense used is not clear since the process 
is still going on, but the comparison is a valid one. News- 
papers were unknown in Korea. The first was founded by 
a brilliant young Korean educated in America and naturai- 
ized as an American citizen who had returned to Korea. 
Of it we read: 


“On April 7th” (1896) “the first foreign newspaper was 
founded by Dr. Phillip Jaisohn. It was called “The In- 
dependent” and was partly in the native character.” 22 


Its career was not long, however, and it was left to a mis- 
sionary to first make real and telling use of “the press” and 
do it in the native script. The paper was called the “Chris- 
tian News” and it was “inaugurated, conducted, financed and 
edited by Dr. Underwood as a personal undertaking for a 
number of years.” ?3 It was in favor with His Majesty who 
allowed his photograph to be taken for and published in the 
paper** and in many other ways showed both his interest and 
favor. Of the paper and its history we read: 


“He” (Dr. Underwood) “began to publish the paper 
in 1897 and carried it on till 1901—Its object was to set 
forth the truth of Christ and the aims of the missions. 
It always contained a leader on general topics; a page 


20 Mrs. I. B. Bishop, “Korea and Her Neighbors,” p. 21. 
“tA” J2"Brown, op: cit. p..75, 

22H. B. Hulbert, “The Passing of Korea, DaeloZs 

#3L. H. Underwood, “Underwood of Korea,” Duels 

24 bid, p. 170. 


26 MODERN EDUCATION IN KOREA 


was devoted to farming, another contained items on the 
home, arts and sciences; there was a translation of the 
Royal Gazette, home and foreign telegrams, the Sun- 
day School lessons for the ensuing week, prayer meeting 
topics and church and foreign missionary news.” ”° 


Dr. Underwood's first purpose was naturally evangelistic 
but the content and character of the paper give an idea of 
the indirect educational influence it had on the people of 
the country. 


b. Itineration. 


Another part of missionary work which usually finds no 
place in reports of educational work, was and still is, the 
thousands of miles traveled each year by the missionaries 
in the interior of the country. As early as 1887 Mr. Under- 
wood made the first missionary itinerating trip 7° traveling 
alone from Seoul to Eui-ju, on the northern border, and, in 
1888, he and Mr. Appenzeller, together made another long 
journey. In 1889 Dr. Underwood married Dr. L. H. Horton, 
who has been referred to as physician to the Queen, and 
took his bride for a honeymoon trip over much the same 
route he had followed in ’87, except. for a detour to the 
mountain town of Kangkei and a trip down the Yalu to 
Euiju and thence back to Seoul,”’ this being the first journey 
in the interior ever made by a white woman. 

Since that time hundreds of thousands of miles have been 
traveled by itinerating missionaries, in which not only direct 
preaching and teaching have been done, but contact has been 
established with Occidental ways, ideas, customs, and ideals. 
In most of the missions the itinerant missionary’s record of 
applicants for baptism and inquirers includes in addition to 
other routine information about the candidate, the facts as 
to whether he or she is literate or illiterate, and if literate, 
whether only in the Korean phonetic script or in the Chinese 
character as well. If illiterate he is urged to learn to read 
and the formation of classes for instruction in reading and 
writing is encouraged in all groups of Christians. The re- 


251, H. Underwood, “Underwood of Korea,” p. 171. 

261. H. Underwood, op. cit., pp. 62 ff. 

27 1. H. Underwood, “Fifteen Years Among the Top-Knots,” Chap- 
fees to eMeto. 


DUCATION 


SSIONARY E 


» 


CHURCHES 


community 


4 


NATIVE 


schcol, 


OF 
church, 


S) 


4 


al 22 


Institute. 


and Bible 


centre 


as 


buildings serve 


These 


28 MODERN EDUCATION IN KOREA 


sults of this policy and of the work through Bible classes is 
seen in the fact that the percentage of literacy among Chris- 
tian adherents, men and women, is estimated at between 
eighty-five and ninety per cent., which is vastly above the 
most optimistic estimates for the rest of the population.?* 
After forty years there are still districts which no white man 
has ever visited, and even today the awakening influence of 
the coming of the “foreigner” can hardly be over-estimated 
for the people of such a locality. 


c. Bible Classes. 


Bible classes naturally and properly come under the head 
of religious education and as such will be dealt with in the 
next section. The writer wishes, however to point out here 
that they have large place in what he has called indirect 
education. The very system of gathering groups of men 
and women together periodically in hundreds of towns and 
villages promotes discussion, interest and thought, and even 
aside from the teaching of reading and writing, which usually 
forms a part of such class work, makes them, a very im- 
portant educational agency. The indirect education given by 
the missionary enterprise might be continued through a 
dozen forms of work and hundreds of specific instances but 
enough has been said to make its place in the general work 
plain and we may turn to the second section on missionary 
education, the direct religious education. 


B. Religious Education. 


1. Bible Classes. 


It is obvious that in presenting Christianity to a people 
entirely unacquainted with its principles and tenets, religious 
education must be practicaliy contemporary with evangeliza- 
tion. The convert-to-be must be taught who Christ is, where, 
when and how he lived and died and what he taught. Fur- 
ther, unless we attempt to forcibly superimpose an alien 
belief on him the records of Christianity as found in the 
Bible and in other sources must be placed in his hands that 
he himself may react to them. If he doesn’t know how to 
read he must be taught to do so. In the very beginnings 
individual instruction can be given but so soon as we com- 


28Statistics compiled by M. L. Swineheart for Interchurch Move- 
ment, 1920. 


MISSIONARY EDUCATION 29 


mence to deal with numbers of inquirers some form of group 
instruction must be used. 

The first converts naturally became the leaders and teachers 
in their neighborhood for those who later came into the 
church. These leaders needed instruction themselves to 
enable them to carry on their work and were formed into 
Leaders’ Classes. They in their turn held local classes in 
their districts. The missionary on his periodic itinerating 
trips chose centrally located places for holding special classes 
of from three or four days to as mich as ten days or two 
weeks duration. In addition to these, in each of the large 
centers of mission work it has been usual to hold large 
annual classes to which each group or church in that dis- 
trict was urged to send as many representatives as possible. 
These large annual classes have often enrolled from two 
hundred in the south, where the work has been less suc- 
cessful and the people are poorer, to thirteen hundred and 
over in the north. Those who attend these classes go home 
and often hold other classes so that in 190% in the district 
under the care of the missionaries in Pyengyang 191 such 
local classes with a total attendance of over 10,000 were 
reported.?® As a missionary, the writer, of course, is primarily 
interested in the religious results of such instruction but 
it is introduced here that in view of these facts and figures 
the bearing of what was said under the heading of ‘In- 
direct Education” may be better realized. 

The very decision to study, to make at considerable ex- 
pense the journey to the center, the trip itself, the en- 
thusiasm and “esprit de corps” engendered in these gather- 
ings all constitute an educational force which it is impossible 
to estimate. Some of the smaller classes consist of no more 
than one “class” for instruction, but even in the small groups 
a division according to literacy is usually made, and special 
instruction in the native script given the illiterate as well 
as talks on the lessons in the Bible. Classes for men and 
for women are held and whenever possible instruction in 
hygiene, sanitation and care of children is given the women. 
The woman missionary arriving in a village for a class with 
the women of the village will arrange a program for the day, 
something like the following: Assembly with prayer and 
singing; division into two or more classes for study of some 
of the books of the Bible; after one period another assembly 

“9H. G. Underwood, “The Call of Korea, p. 111, 


30 MODERN EDUCATION IN KOREA 


RELIGIOUS EDUCATION 


Bible classes for men and women Pyengyang, 1924, 


MISSIONARY EDUCATION 31 


for a singing lesson, then redivision for further study. After 
the noon meal there may or may not be another period of 
study in which such things as hygiene, etc., are taught. Part 
of the afternoon will probably be devoted to direct evangel- 
istic work in house to house visiting and preaching. In the 
course of which opportunity to care for a sick baby and give 
advice or information as to the care of children often arises. 
The evening may be devoted to further study or to a general 
evangelistic service. If, as is usual, the missionary has a 
Bible woman with her, the arrangements for instruction are 
more easily handled. Reading, singing, hygiene, intensive 
Bible study and special services are what even a small class 
means to the women of the village, most of whom have no 
contact with the outside world. ‘The program for the cen- 
tral class for men held in Seoul in the spring of 1924 is 
divided into five graded divisions and what might be called 
a graduate class. »The day is divided into three study periods 
and assembly each morning; afternoon, general lecture and 
discussion from 2 p.m. to 4 p-m.; half-hour of singing each 
evening followed by an evening lecture and discussion. The 
morning periods are given up to intensive Bible study, ex- 
cept for the graduate class which has one period Bible study, 
one on Church Government and one on Sunday School 
methods. The topics for the afternoon lectures and discus- 
sions are listed as follows: the Salvation Army and its work; 
Confucianism; Buddhism; Hygiene (by a member of the 
staff of Severance Hospital) : Mohammedanism; the work 
of the Methodist Church, north and south; the Seventh Day 
Adventists. For the evening lectures we have the following 
subjects: Methods of Church work; the Church and _ its 
Leaders; Foreign Missions; Home Missions; the Primary 
department of the Sunday School; Christian Civilization; the 
Church and Education. 

Despite changing conditions of industria] and social life 
the numbers attending these classes continue to be large 
enough to make them a considerable factor in the education 
of the people, and there seems ample reason to expect that 
they will continue to be so for some time to come. Here 
as in other branches of education, differences of terminology 
and statistical arrangement make comprehensive figures for 
all missions difficult, but the following data for the six 
larger missions for the period from 1919 to 1924, inclusive. 
will give some idea of the numbers reached: 


32 MODERN EDUCATION IN KOREA 


Bible Classes in Korea 1919-1924 (incl.) (30) 


No, of N Mey SoM Na asS: haeGor Aah omtslal 


"19 Classes 163 55 1443 70 BED 38 1991 
Men —— 1030 32934 1629 8097 519 44209 
Women 2112 50933339 934.5 53805 767545001 
Total Att. 211299 153999602730 2563513477 1306 87270 
No. of 
’20 Classes ——— 98 1142 182 249 58 1729 
Men === WINE) AOS AI SYAUES = OS, Se 
Women S56 / eo cle 7 O5eel ZO mec Ols GS 
Total Att. 1701 60744 3941 4924 1823 73133 
No. of 
"21 «Classes | ome 2 ee ee OO) TG PMA 
Men = Oy RS) SN BS) TI 2 
Women == “Gy. sew aes. SByO) sy7 Geile 
Total Att. 4510 66255 5656 6914 2835 86170 
No. of NII BSI ING 2 See ee? N22 “bone 
22, Classes 445 158 1668 240 284 40 2835 
Men 4178 3700 33763 3750 5395 1462 52248 
Women 6592 16904 37092 3382 4320 1370 54660 
Total Att. 10770 5604 70855 7132 9715 2832 106908 
No. of 
(235. Glassece =e O54 7 mee OO) Uy VARA 
Men 433974 36 SL Ze OGM OAS a 
Wicker ee 36258293882) 3277 180045217 
Total) Att 4332 68694 8701 7479 2768 91974 
No, of 
24e Classes 249 156 1887 2902 350 50 2982 
Men 6297 3122' 30489 6781 4919 870 52478 
Women 69732019 377864685 4905 1444 57812. 
13270 5141 68275 11466 9824 2314 110290) 


It is not to be understood that the Northern Methodist 
mission held no classes in 1920, ’21 and ’23, but that they 
were not reported; similarly, the attendance of men in 1923 
under the Southern Methodist column is really the total for 


30Min. Annual Meeting Fed. Council of Missions, ’19, ’20, °21, ’22, 
723, 724 


, 


MISSIONARY EDUCATION 


Os 
Go 


Fig.3 Attendance,Wen & Women at Bible Classes 
in Korea,1919-1924 inclusive, 
920 92 


eee 


: Chto 
STOOBCC CEC COCO er 
(ees 


34 MODERN EDUCATION IN KOREA 


men and women. Figure 3 shows graphically the totals 
for the six years 1919-1924. Local and temporary conditions 
of famine, good crops, floods, weather at the time the classes 
are held, ete., all affect the attendance so that the sharp 
falling off or increase noted in the above table cannot be 
attributed to any single factor. ; 


2. Bible Institutes. 


As the work progressed it became necessary to give more 
and more advanced religious education to the native leaders 
and teachers. For this purpose, Bible Institutes or Bible 
Schools were established. Here, as in other phases of edu- 
cation, there has been a good deal of looseness in terminology, 
but the tendency is to use the term Bible Class for the brief 
gathering of from four days to two weeks; to call the more 
advanced classes having a session of at least one month, 
Bible Institutes, and the still higher work which is in session 
for three’ months or more each year, Bible Schools. This 
is the terminology and criterion used in the statistics of 
the Federal Council of Missions. The Institutes are at- 
tended by native group leaders, Sunday School teachers, 
Bible women, prospective theological students, etc., or any 
one who wishes somewhat more advanced Bible and religious 
training and who can afford the time and money to attend 
such an Institute. Though practically all missions conduct 
such work, not all is reported; the figures as reported are 
therefore probably much too low, but will give an idea of 
the work. 

Bible Institutes 1918-1923 (incl.) 31! 


1918 1919 1920 1921 1922 1923 


No. Inst. 31 oo 30 29 31 30 
Enroll. 1614 1281 1154 2128 2412 2576 
Teachers 110 126 114 117 171 x89 


x(Three missions reported enrollment but only two 
reported the number of teachers.) 


The higher Bible Schools have naturally been a later de- 
velopment than the Bible Classes and Bible Institutes. Thus 
the Presbyterian \Women’s Higher Bible School opened in 
Pyengyang for the first time on March 26th, 1923, with a 


31Minutes Federal Council of Missions, 1919-1923. 


MISSIONARY EDUCATION 


~ 
~ 


first class of eleven and six regular teachers. According to 
first report it contemplates sessions for at least seven months 
each year. The requirements for admission are not stated, 
but of the eleven regular students six were academy gradu- 
ates (mission secondary schools for girls) and five were Bible 
Institute graduates. Dormitory, class-room building and 
teachers’ residence for this school are planned and the mis- 
sion is asked to make provision for these as well as for 
adequate teaching force.” 

An older and larger work is the Union Woman’s Bible 
Training School in Seoul in which the Woman’s Foreign 
Missionary Society of the M. E. Church and the M .E. 
Church South co-operate. Only graduates of secondary 
schools are eligible for entrance, and full facilities for thor- 
ough training of a high grade are provided in a splendid 
building and a good teaching force. The enrollment for 1923 
is reported as twenty-nine with seven foreign and three na- 
tive teachers.*8 . 

Among the Bible Schools for men one of the best equipped 
is probably the Pierson Memorial Bible School in Seoul. It 
is a union school carried on jointly by the Methodists and 
Presbyterians, and situated, as it is, in the capital has great 
promise of usefulness in religious education of Christian 
leaders who are not prepared to take full theological 
training. 

The reports on Bible Schools are not full, only three mis- 
sions reporting to the Federal Council in 1922 and only 
four in 1923, giving two schools with a total enrollment of 
seventy-two for the first year and five schools with an en- 
rollment of two hundred sixty-two for the second.#4 

The Chosen Christian College also provides for a Biblical 
Department with a four years’ course, and it is hoped to 
develop this into a valuable factor in religious education in 
the future. To date, however, various circumstances have 
combined to prevent it from playing a real part in this phase 
of the missionary work. 

32Min. and Rep. 39th Annual Meeting’ Chosen Mission, Presbyterian 
Church in U. S. A. Appendix, p. 111. 

33Annual Report, Board Foreign Missions, M. E. Church (1923), 
p. 690, 

34Min. Federal Council of Missions, 1922, 1923. 


36 MODERN EDUCATION IN KOREA 


3. Sunday Schools. 


The Sunday school and especially the adult Sunday school 
has been a strong feature of missions in Korea since the 
first development of the work. In many localities practi- 
cally the entire congregation gathers on Sunday for the 
study of the Bible. Interested non-Christians also often at- 
tend and many children of non-Christian homes are gath- 
ered into the Extension Sunday Schools so that in some 
cases we have the phenomenon of a Sunday School enroll- 
ment larger than the reported Christian constituency. 

Within the last decade there has been a great increase in 
the work of the Extension Sunday schools, sometimes known 
by the paradoxical name of “Heathen Sunday Schools.” 
These are direct evangelistic agencies, working as the popu- 
lar name suggests, among the children of non-Christians. 
In addition to the regular lesson or story they often teach 
reading and writing in the native script, and sometimes the 
simpler Chinese ideographs- Special attention is given to 
drills, music and Singing as far as facilities allow. They 
have found much favor with the parents and have proved 
themselves effective both as evangelistic and elementary 
educational agencies. 

In addition to such extensive development, the past ten 
years have also brought a realization of the need of inten- 
sive development along the lines of organization, teacher 
training and the preparation of study material. Both the 
Methodist and the Presbyterian (North) missions now have 
special Sunday School workers on the field. Sunday School 
Institutes are held, in something the same way as the Bible 
classes and Bible Institutes, for the training of Sunday 
School workers; lessons are prepared for the whole country 
by a union Sunday School Committee and published by the 
Christian Literature Society already referred to. A “stan- 
dard score card” for grading the efficiency of the schools 
has been published; a magazine for teachers is issued and 
other material such as Bible stories, reward cards, birthday 
cards, etc., is now available at least in a small way. Sev- 
eral specialists in Sunday School work in America have 
visited Korea in the last few years and spent longer or 
shorter periods in touring the country, lecturing and hold- 
ing special classes and institutes in modern Sunday School 
methods.’ The Christian constituency of the six principal 


MISSIONARY EDUCATION BY 


missions and the Sunday School enrollment for 1920 is 
given for comparison. The reports for 1921 are not available 
but are given for 1922 and 1923. 


1920 1920 (35) 1922 (36) 1923 (36) 

Christians SS ope nrolls Saoe Sas: 

(37) N. M. 43901 26740 1337 32730 
S. M. 10740 5911 12097 13650 
NeaP se ell 7/137 121651 141606 124915 
Sau: 13341 8612 30412 22906 
Cra 13601 12691 19468 27246 

Ny IP 9070 5463 11870 11109 
Total 207760 181068 246790 232556 


Much, of course, yet remains to be done. The possibil- 
ities of the Berension Sunday School work, both for religion 
and education are only just being realized, organization and 
efficiency of methods are only at a beginning and despite all 
that has been done it is probably safe to say that the 
Korean Sunday School Association has just begun its jour- 
ney toward making this phase of religious education really 
tell in the education and evangelizati on of the Korean 
people. 


4. | Vacation Bible Schools. 


The work of daily vacation Bible schools was formally 
launched in Korea in the spring of 1923 by the Reverend 
Dr. Robert Boville, Director of the World’s Association of 
Daily Vacation Bible Schools. Somewhat similar work had 
been done for some years by many of the Christian students 
during the summer vacation but Dr. Boville’s presentation 
of the opportunities and offers of help in the initial stages 
led to a greater stimulus and to its formal organization. 

Sessions were held in the mor nings five days a week, the 
afternoons and Saturdays being reserved for athletics and 
excursions to places of interest. A sample schedule of the 
morning “study period” is given: 

35From “Statistics” prepared by M. L. Swineheart, 1920. 

36Min. Annual Meeting Fed. Council of Missions, 1922, ’23, 

37The abbreviations used are as follows: N. M.-Northern Meth- 
odist; S. M.-Southern Methodist; N. P.-Northern Presbyterian; S. P.- 
Southern Presbyterian; C. P.-Canadian Presbyterian; A. P.-Austra- 
lian Presbyterian. 


38 MODERN EDUCATION IN KOREA 


D. V. B. S. Schedule 


8 :30— 8:35 Chapel 10 :00—10 :25 Music 

8:55— 9:25 Korean . 10 :25—10 :45 Hygiene 
(reading and writing) 10:45—11:00 Play 

9 :25— 9:35 Rest 11:00—11:40 Stories of heroes 

9 :35—10:00 Bible 11 :40—12:00 Handwork 


This program varied slightly, of course, arithmetic being 
added in some cases, but the main features of reading and 
writing, Bible, hygiene, singing and handwork were the 
same throughout the country. 

Originally organized as the Korean National Committee 
of the World Association of Daily Vacation Bible Schools, 
in the fall of 1924 it became a sub-committee of the Korean 
Sunday School Association. Whether this move toward the 
greater “control” of the work by placng it, under the Sun- 
day School Association as the formal agent of the churches 
will have any effect on the fervor and initiative of the stu- 
dents who gave so much to it as an independent and almost 
a “student” organization remains to be seen. There is also 
the possibility that in Korea as in the United States the 
formal subordination to the Sunday School will result in 
a practical subordination of the peculiar work of the Vaca- 
tion School to the routine of the regular Sunday School. 
The impetus already acquired and the obvious need for this 
type of work will, of course, carry the movement for some 
time. 

The need of this type of work is clearly shown by the 
fact that over seventy per cent. of the enrollment in 1924 
were children who did not attend school. Its popularity 
and growth is evident from the figures: in 1923, 46 schools 
in 11 cities and towns enrolled 3,013 pupils and were taught 
by 154 young men and women. In 1924, 900 teachers 
taught 11,000 pupils in 100 schools scattered through the 13 
provinces of Korea and among the Koreans across the bor- 
der in Manchuria. The greatest number of schools for a 
single province was nineteen and the average per province 
(including Manchuria) 7:14 schools.38 1925 reports show 
1,600 teachers in charge of 250 schools with 22,000 pupils. 


38M. L. Conrow, “Vacation Service,’ Korea Mission Field, Nov. 
1923; W. L. Nash, “Daily Vacation Bible School Movement,” K. M. 
F., June, 1924; M. L. Conrow, “Daily Vacation Bible Schools,’ K. M. 
Dec, 1924: 


ELEMENTARY AND SECONDARY EDUCATION 39 


CHAPTER Til: 
C. ELEMENTARY AND SECONDARY EDUCATION. 


We come for almost the first time to the consideration of 
the direct educational work of the missions in the elemen- 
tary and secondary schools. This will be dealt with in ten 
sections in which the work of the principal missions will be 
briefly sketched. 


3efore taking these up it is necessary to make a few 
explanatory remarks for those not already acquainted with 
mission work in Korea. By the so-called division of terri- 
tory the four Presbyterian and two Methodist missions have 
agreed to avoid overlapping of work and consequent waste 
of energy. Seoul, Pyengang, \Wonsan and one or two other 
cities are occupied by two or more missions, but throughout 
the country the “division” of fields of work holds at least for 
the work carried on by the missions. This brings us to 
the consideration of the necessary differentiation between 
mission work and the work of the native churches. Thus, 
while there are four separate Presbyterian missions sup- 
ported by funds from three different countries (Canada, 
Australia and two Presbyterian churches in the U. S. A-) 
there is only one Korean Presbyterian Church. Each mis- 
sion works with the churches within the territory allotted 
to it. 

In educational work, the missions in the main support and 
directly control the secondary and higher schools, while the 
native church supports and controls through its own or- 
ganizations the elementary schools. In the beginning there 
was, of course, no organized native church and all educa- 
tion was elementary, but the movement for native support 
and control was begun early and has been pushed as fast 
as seemed consistent with the growing strength of the native 
organizations. The individual missionary may or may not 
be. a member of the controlling body ‘of the native sup- 
ported elementary schools. The writer, for instance, has 
served on the educational committee of the native presby- 
tery in certain years and in other years has had no official 


40 MODERN EDUCATION IN KOREA 


connection with them, though always connected with the 
mission educational work. The form of organization and 
the degree of native support and control varies in the dif- 
ferent churches and localities, but the above will serve to 
illustrate the relations between native and “foreign” work. 
In the following sections where reference is made to so 
many hundred elementary schools in the work of such a 
mission, it is to be understood that it is not because they 
are under the direct control or support of that mission, ene 
because they fall within the territory in which it has its 
work and are thus listed for purposes of convenience. An 
attempt at an estimate of native supported education will 
be made in the section on “Private Korean Education,” but 
for the time being no differentiation will be made between 
native supported Christian schools and mission supported 
schools. 


A word or so as to the general outline of the Japanese sys- 
tem of education must also be inserted here, for it would 
be confusing and misleading to delay this explanation till 
after the consideration of the mission work, and ridiculous 
to repeat it for each mission in turn. A fuller description 
will, of course, be given in the sections dealing with gov- 
ernment education. The following statement will serve as 
a practical indication of the grades and type of Japanese 
education in Japan and in Korea, and will also help the 
reader to understand the terminology employed here and 
to be met with in Japanese reports or pamphlets on educa- 
cation. Figure 4 will help the reader to compare the sys- 
tems in Japan and the systems in Korea for Japanese ‘and 
Koreans with that in the United States, though only the 
main line of education is shown, the branches of elementary 
technical, commercial, or industrial schools and continuation 
schools, etc., not being indicated on the diagram. 

In Japan proper the elementary, secondary and_ higher 
schools are known as Primary, Middle and College (some- 
times called “Special” school). The primary regular course 
is six years and the advanced course is eight years.1 . The 
middle school to which the student goes on leaving the 
primary gives a five year course after which he may elect 
to enter one of the colleges, medicine, arts, technology, agri- 


1This advanced Primary is for those who do not expect to go 
on to the Middle School. 


ELEMENTARY AND SECONDARY EDUCATION 4 


Figes 
Yeare of Bducation offered 
I.Japanese in Japan 


II.Koreans in Korea IV. Probabie 
III .Japanese in Korea - AV. Age 

School Ile IV.In the U.S.A. for Grade 
years 

19 Grad- 

18 ag inte 

Ly 1a ee elites School 

16 ead ral 21 

15 eet Fae Coll- aoe 20 

14 ame ed ete 19 
13 ed gs ae 18 

12 sea High 17 

nol a School 16 

10 Fad 15 

9 14 


6 Y Pri- 11 


School |mary 10 


Sehool 


i?) “a C= 4 
ont a 
oO d °o 2) 
= oO ta 
3 rw) D 
n ® ie} 
° i=] ~ 
lag ct ® Dy 
° o i=] 
°o 
~ d 
er 
te 


on 
B lad baa 
a] Pe 
4 = <4 
' oF 
nm Lae] 
fe} be | 
Rates 
° ' 


42 MODERN EDUCATION IN KOREA 


culture, law, etc., for a four years’ course of study, or he 
may elect to take a more thorough preparation for his pro- 
fession. In the latter case he enters what is sometimes 
called the “High” school, but is better and more usually 
termed the University Preparatory school, spending three 
years in this school and then entering the “University” for 
a course of three or four years in the branch in which he 
may be interested. 

In Korea the schools for Japanese followed the nomen- 
clature and system of those in Japan proper, Primary, Mid- 
dle and College with six, five and four years respectively. 
There was no university or university preparatory and the 
number of colleges was limited. 

The schools for Koreans on the other hand used different 
names and provided different courses and years of schooling 
from those for the Japanese in Korea. The elementary 
school was called the “Common” School with a four-year 
course which might be shortened to three. The secondary 
school was known as the “Higher Common” also with four 
years (three years for girls). Above this came the college 
under the same name as in Japan, but since resting on 
lower grade elementary and secondary schools obviously 
lower than the Japanese colleges. No provision or plan 
existed for raising the grade of the lower schools or for pro- 
viding a University for Korea. This condition maintained 
till the educational ordinance of 1922 under Governor Gen- 
eral Saito when provision for making the schools for 
Koreans equal to those for Japanese was made. ‘The 
nomenclature was, however, retained and it must be under- 
stood that these terms are official names of schools either 
maintained by the government (central or local) or recog- 
nized by the government as equal to government standard. 
General usage has been very loose in regard to the nomen- 
clature of schools and they have been called “primary,” 
“common,” “elementary,” “grammar,” etc., with a beautiful 
impartiality and disregard for the real meaning of the terms 
used. Similarly the secondary schools are sometimes listed 
as ‘“‘Academies,’ sometimes as ‘High Schools,’ or ‘Higher 
Common” or ‘Middle Schools” with equal carelessness. 
Hereafter in the present study the words elementary and 
secondary will be used for unrecognized schools; Primary 
for recognized schools for Japanese, and Common for recog- 
nized schools for Koreans, Middle School and Higher Com- 


ELEMENTARY AND SECONDARY EDUCATION 43 


mon School being used for the recognized secondary schools 
for Japanese and Koreans respectively. With these re- 
marks to explain the situation and define our terminology 
we can now turn back to the mission schools and be in a 
better position to understand their relation to the govern- 
ment system when they come in contact with it in 1905 and 
come under it in 1911. 


1. Northern Methodist.? 


We have already told of the founding of the first girls’ 
school, Ewha Haktang by Mrs. M. F. Scranton in ’86. It 
will readily be understood that in the beginning all educa- 
tion was elementary. It may be further imagined from the 
references to political and social conditions and the limita- 
tions under which the missionaries worked that the progress 
from elementary education to secondary was necessarily 
slow. No year by year account is available nor would 
space permit such an account. We read that in 1897? Miss 
Lulu Frey was appointed principal. To those acquainted 
with the history of the school, and having the advantage 
of looking back, this is the most important single item in 
its history, for it was Miss Frey who made Ewha the 
great institution which it now is. Nor is the above state- 
ment in the least disparaging to her co-worker, Miss Paine. 
and the others who came in later years to carry on the work 
which to the last she so largely inspired and guided. We 
read further that “she was much perplexed as how to 
take care of her forty-three pupils while the first building 
of what is now Ewha was in process of construction.” 4 
We do not read, but the writer vividly recalls watching 
Miss Frey climb the scaffolding around the new building 
as she watched the ignorant and unskilled workmen in every 
phase of.the work. There was no one else to do this and 
Miss Frey was determined that the building to house her 
girls should be the best possible. The writer, aged eight, 

“The official names are Methodist Episcopal and Methodist Episco- 
pal, South. Similarly the “Northern Presbyterians” are officially the 
“Presbyterian Church in the U. S. A.,” and the Southern Presbyterians 
the “Presbyterian Church in the U. S.” We shall, however, follow 
common usage in speaking of Northern and, Southern in each case or 
use the abbreviations indicated in footnote 37, Chap. II. 

3J. T. Carter, “The Principal Mission Schools of Seoul,” Korea 
Mission Field, August, 1920. 

4T bid. 


14 MODERN EDUCATION IN KOREA 


was strictly forbidden to venture into those fascinating 
regions, and watching the good lady with deep envy and 
bitterness, did not realize for some years that it was not 
“fun” for her to climb to the second and third stories and 
“skip” along new laid girders. 


The incident is mentioned merely to give a hint of the 
varied work which faced an “educator” in those days, and 
to a certain extent today in a country such as Korea. This 
Ewha School, of one pupil in 1886, and forty in 1897, under 
the guidance of Miss Frey and those who came after her, 
and under the support of the Women’s Foreign Missionary 
Society® of the Methodist Episcopal Church, has grown into 
a complete system from Kindergarten to College. In 19235 
it enrolled six hundred seventy-five pupils in the five depart- 
ments of Common School, Higher Common School, College 
Preparatory, Kindergarten-Normal and College. In that 
year it graduated twenty from its Common School, and 
thirty from the Higher Common School.6 In Seoul city 
and the Seoul District of the Conference the Methodist mis- 
sion now has thirteen other elementary schools with an en- 
rollment of 1,593 boys and and 896 girls. 


1, 


1 


In the early days all schools of all missions were elemen- 
tary and may be said to have “just growed” in more ways 
than one. Just when the school in which “the Bible was 
about the only subject taught” became a secondary school 
is not easy to determine. It is probably not far wrong to 
say that little that could really be called secondary educa- 
tion was done in any mission school before the beginning 
of the present century. Some subjects may have been 
taught and a few students gathered as “a nucleus for an 
academy,’ as the report of one mission phrases it, but little 
more than this. Missionaries did not go out and were not 
trained for “educational work” though it may have fallen to 
their lot on arrival. Nor are missions and boards to be 
too much blamed for this, for we have noted that when the 
United States Government was asked to send three educa- 


5The work of the M. E. Woman's Foreign Missionary Society 
should be dealt with in a separate section, but has been included 
under that of the Methodist Episcopal Church for convenience. 

6A, R. Appenzeller, Korea Mission Field, March, 1923. 

7Annual Rep. Bd. For. Miss. M. E. Church, 1923, p. 630. 


FLEMENTARY AND SECONDARY EDUCATION 45 


tors to organize and superintend the establishment of schools 
and an educational system it sent three young theological 
students. That they were an excellent choice and did good 
work does not change the fact that they were not trained 
in education. The day of the “educator” had hardly begun 
to come in America itself, 

The Woman’s Foreign Missionary Society has been alive 
to the need for such trained workers and in sending Miss 
Frey..they sent one of the first to go out specifically for 
educational work. Their continued interest in education 1s 
shown by the fact that in 1922 there were twenty-three 
women educators in Korea under this board as against nine 
men educators under the Methodist Parent Board.8 They 
have given strong (comparatively) financial support and 
oversight to elementary and secondary education and have 
thus provided stronger schools, better able to survive the 
rising costs of education and meet the higher requirements 
of the government than would have been possible if the 
policy of native support had been more closely followed. 
The two largest Methodist secondary schools for girls are 
the Ewha Higher Common School in Seoul and the ‘ ‘Aca- 
demy for Women and Girls” in Pyengyang. The school in 
Pyengyang was for many years conducted as a union school 
with the Presbyterians, but some years ago the Methodists 
deemed it best to withdraw and carry on “their own institu- 
tion as a denominational school. Boarding schools for girls 
are also supported in the towns of Kongju and Yengbyen 
and there are schools in the Chunan, Yichun and Haiju dis- 
tricts, which in addition to the elementary work, offer 
some secondary courses.? 

The Methodist boys’ school in Seoul founded in 1886 had 
a similarly slow growth through a period when its status 
was very difficult to classify. Gilmore speaks of “instruction 
in English and the elementary branches” as well as “more 
or less of religious instruction.” 1° An account of the school 
written as late as 1897, while fully and properly acknowl- 
edging the contribution which it was making to education, 
tends rather to confirm than change our opinion of the dis- 
tinctly elementary character of the work, 


SKorea Mission Field, May, 1922 
%Annual Rep. Bd. For. Missions, M. E. Church, 1923, p. 630. 
10Gilmore, op. cit., p. 234. 


46 MODERN EDUCATION IN KOREA 


“Undoubtedly the establishment which has exercised 
and is exercising the most powerful, educational, moral 
and intellectual influence in Korea is the Pai Chat 
College (‘Hall for the rearing of Useful Men’) so 
named by the King in 1887. This which belongs to 
the Methodist Episcopal Church has had the advan- 
tage of the service of one Principal, the Reverend H. G. 
Appenzeller, for eleven years. It has a chinese-enmun 
department for the teaching of the Chinese classics, 
Sheffield’s Universal history, etc., a small theological 
department, and an English department in which read- 
ing, grammar, composition, spelling, history, geography, 
arithmetic and the elements of chemistry and natural 
philosophy are taught." 


Just when the change to secondary education can be 
said to have taken place we cannot state, but here also it 
probably would not be unfair to the institution to say that 
up to 1900, or even during the first years of the present cen- 
tury, the instruction was very elementary in character. 
Passing, with the other schools of the country, through 
the period of increasing interest in, and emphasis on educa- 
tion which was felt around 1900, and grew almost steadily 
till 1910, through the changes of the period of the pro- 
tectorate and the recognition of education which followed 
annexation, the school is now a recognized Higher Common 
School.. Reverend H. D. Appenzeller, M. A., son of the 
founder and first principal, is now in charge, and the school 
is one of the largest and most prosperous in the country. 


The present Pai Chai Higher Common School has about 
eight hundred pupils who are taught in two handsome new 
recitation buildings by a, staff of twenty-seven teachers, 
composed of an American principal, three part-time Ameri- 
can teachers, nineteen Koreans and four Japanese. In addi- 
tion to the registered Higher Common School, the old char- 
ter and old school building (on the same grounds) are used 
to carry on what is called the Pai Chai School. As this is 
not a registered school, there is greater freedom in regula- 
tions, course, etc., than in the Higher Common _ School 
where everything is prescribed by the government regula- 
tions for registered schools. In the unregistered department 


11Mrs. I. B, Bishop, “Korea and Her Neighbors,” p. 388. 


ELEMENTARY AND SECONDARY BUUGCALLON #47 


Bible study is compulsory, sessions are held only in the 
mornings and the course is three years as against the five 
of the Higher Common School. © Mr. Appenzeller states 
that they attempt “to cover in general the same ground 
that is covered in five years in the Higher Common School, 
cutting down on such subjects as music, drill, drawing, etc.” 
About two hundred seventy-five pupils are enrolled and are 
taught by the same faculty as the Higher Common School 
students. Mr. Appenzeller further states that he hopes to 
work out a plan whereby the inter-relation of the two 
schools may be used to secure greater elasticity in the treat- 
ment of “advanced” and “retarded” students than is possible 
under the rigid government system.!” 

The Methodist mission began its work in the northern 
Citys Ol el yensyane .ink1S93,- and Drs Hall moved: there in 
the spring of 1894. Great opposition developed at first, then 
the China-Japan war (a battle was fought at Pyengyang) 
made work impossible and the death of Dr, Hall still fur- 
ther delayed progress. 

It is unlikely that any school work of any kind could 
have begun before 1896, if then. Secondary school work 
was irom quite an early date conducted in union with the 
Presbyterians whose academy dates from 1898. This union 
has since been dissolved, largely due to a difference in policy 
as to registration or non-registration of schools. The Meth- 
odists have recently, ~ (1923) completed the erection of a 
fine building for their boys’ secondary school in this city 
at a cost of approximately fifty thousand dollars. The insti- 
tution is a Higher Common School and has an enroll- 
ment (1923) of five hundred seventy-two pupils under 
a Korean principal, a graduate of an’ American college, 
with a staff of twenty-three teachers. Secondary schools 
for boys are also maintained in the towns of Kongju and 
Yengbyen. Both of these schools have American principals 
and that in Kongju is housed in a modern building recently 
erected at a cost of about twenty-five thousand dollars. The 
Kongju school has one hundred twenty pupils, and that at 
Yengbyen eighty-four pupils. Girls’ secondary schools or 
schools giving some secondary school work are supported 
in Pyengyang, Yengbyen and Kongju in addition to the 

12Personal letter, H. D. Appenzeller to H. H. Us Nov. 1924: the 
enrollment figures ere for 1923, 


48 MODERN EDUCATION IN KOREA 


large Ewha Higher Common School in Seoul. Of these the 
school in Pyengyang is the largest with an enrollment of 
one hundred girls.13 The financial support given these sec- 
ondary schools and the one hundred fifty elementary schools 
in the districts under this mission is not large by American 
standards and yet is higher than in most of the missions 
working in Korea. For 1924 the funds for secondary 
schools are divided as follows: Kongju School Yen 5,500; 
Pyengyang School Yen 12,280; Pai Chai Schools Yen 18,000; 
Yengbyen School Yen 5,300; and Yen 14,000 for all the ele- 
mentary schools, these last being allotted to the districts 
by the Finance Committee and then distributed by the local 
committees to the schools in each district." 


The following tables give the number of schools, pupils, 
boys and girls, and number of teachers for elementary and 
secondary schools under the care of this mission sig Ree 
years 1913-1923. In one or two years only estimates for 
the relative number of boys and girls are possible. Statis- 
tics are reported sometimes separately for the Parent Board 
and for the W. F. M. S. and sometimes together, sometimes 
differentiation between boys’ schools and girls’ schools 1s 
made and sometimes they are lumped together. In the 
older reports consulted the figures for boys and girls are 
given separately, but there is no indication as_to whether 
enrolled in elementary or secondary schools. The task of 
unravelling this tangle has not been easy, but every care has 
been taken to make the figures as nearly accurate as pos- 
sible and it is believed that any errors which may have crept 
in will be found too small to materially affect the form of 
the curves in Figures 5, 6, and 7%, where the main features 
of the statistics are graphically shown. No statement or 
report shows how many of the elementary schools are rec- 
ognized Common Schools. The number is probably very 
small since the government figures for 1923 report only 
forty-nine private common schools in the country. 


13 Data on enrollment, etc., from “Statistics for Korea Annual Con- 
ference,’ June, 1923, kindness of Mr. Appenzeller. 

14At par, $50 equals Yen 100, but during 1924 the yen has been 
much below par, going as low as 37; this should be taken into ac- 
count in reckoning sums into dollars for this year. 


15Report of Schools in Chosen (in Japanese) Government-General of 
Chosen, Educational Bureau, 1924, p. 1. 


49 


MENTARY AND SECONDARY EDUCATION 


LE 


E 


fig.® Bnrollment Boys ana Girls in. flementery Schools %.M.Mission 


o Ee PEEL EEE EL eres 
Paes as fae eae aya shy 
bP LUM Be TES fed a food agra a at 


~~, SHO SEPSSPA IA Re ea 
BS CER ERRA SSE Eee 


ce 


\ 


. 
TT 


Poe 
Poo 


Lhete tN 


Uj 


50 MODERN EDUCATION IN KOREA 


Four of the eight secondary schools, Ewha (girls) and 
Pai Chai (boys) in Seoul and the Boys’ and the Girls’ 
Schools in Pyengyang are Higher Common Schools. From 
the policy followed by the Methodist Mission since 1915 it 
is probably that they will apply for recognition of the other 
secondary schools under their charge as soon as it is other- 
wise practicable.1® 

Courses of study, teachers’ salaries and other matters 
which apply with slight variation to all private or at least 
to all mission schools will be dealt with separately. 


2. Northern Presbyterian. 


The first school under this mission, founded by Mr. Under- 
wood in 1886, continued in existence till 1897 when it was 
closed with the advice and approval of a secretary of the board 
who was then visiting Korea. The report made to the board 
states that it was “by the almost unanimous vote of the 


Educational Statistics Korea Conference, Methodist Episcopal 


Church.!7 
Elementary Schools 

No: ot ~“Notjof Pupils 
Schools Teachers Boys Girls Total 
1913 171 360 2968 2280 5248 
1914 176 441 4539 2019 6558 
1915 167 O71 x 4643 x3105 7748 
1916 159 Sol 4439 3355 7794 
1917 129 245 3144 3212 6356 
1918 Seg 330 x4115 x3214 7329 
1919 114 UE 2522 2416 4938 
1920 105 243 3288 2673 5961 
1921 104 283 4772 3376 8148 
1922 131 364 7897 4388 12285 
1923 150 414 8548 4584 13132 
Average 139.8 328.8 4628 3147 7772 
Median 133. 331. 4439 3212 7329 


x Estimated. 


16 For discussion of differing policies recognition of schools, see 
section’ V.. A 1 and 2, 

17Min. Fed. Council of Missions; Annual Rep. Korean Conf., M. E. 
Church; Annual Rep. W. F. M. S.; Korea Section, “Christian Move- 
ment in Japanese Empire, 1913-1923. 


5) 


CONDARY EDUCATION 


“ 
4 
4 


YeAND St 


) 
X 


EN DAL 


IME 


LE 


. 
4 
4 


6No.of Flementary Schools &.Teachers. (N.M.iMission) 1913-1923. 


Tig. u 


52 MODERN EDUCATION IN KOREA 


Secondary Schools (N. M.). 


IN'G=O le NiO mmOr Pupils 

Schools Teachers Boys Girls Total 
1913 8 aeill 480 160 640 
1914 7 27, 410 250 660 
1915 4 40 x400 x303 703 
1916 5 66 459 564 1023 
1917 4 57, 743 330 1073 
1918 5 57 x600 x294 894 
1919 6 49 YAS 95 620 
1920 Ii 72 823 383 1203 
1921 8 84 1196 507 1703 
1922 8 82 1312 402 1714 
1923 8 95 1876 377 2255 
Average 6.3 59.5 802 333 1135 
Median Z o7; 600 Bes 1023 


x Estimated. 


mission,” !8 but omits to state that Dr. Underwood, the found- 
er, and Dr. Avison, both of whom proved to be leaders in edu- 
cational work, voted against its closing. At this time it 
had the rather unimpressive enrollment of thirty-five and 
to many the needs of the evangelistic work seemed to be 
more imperative. Presbyterian education in general for the 
period is described by Dr. Baird as follows: 


“Previous to 1897 a very few missionary schools had 
been started. They were located at Fusan, near Seoul, 
at Pyengyang, at Sorai and at several other points in 
the country and always in connection with churches. 
These schools were for: the most part very elementary 
and scarcely worthy of the name. They consisted usual- 
ly of a few little boys pursuing elementary studies with 
a Korean teacher of the old type, who, except in the 
subject of the Chinese character, knew very little more 
than the pupils. In order to help these teachers Messrs. 
Miller (Rev. F. S.) and Baird conducted a short nor- 
mal class in Seoul in 1897. Teachers and others from 
Seoul, Fusan, Pyengyang, Anak, Changyun and Chantari 
were in attendance to the number of about fifteen, and 


ISReport of a visit to the Korea Mission, Dr, Robert Speer. 


) 


Des 


ELEMENTARY AND SECONDARY EDUCATION 
Pig.#-Enrollment,°oys & Girls,%.M.Secondary Schools 1913+1923 


a 
Fr 


Coy 
Co 
a 


HoH 
oH 
rH 

H 


es 
PTT Ta 
| 
Sates 
Ghadeee 


lat ty 
A588 
Gee 


iz 


aH 
rH 
HEH 


iia 
TT] HH 

ii 
PEE 


cc 
EEE EHH 


aan 
AC 
Ny 
=" 


Hines 


HH 

] 
anaes 
HH 


i 


iit 
PEE 
sous 


PH 
rH 
HH 
i 


CoH 


EEE 


ree 
PECCCEH 
Pe Se Shea aaa ar eh aoe ep a fe | 


cH 
sreisiinsiie: 
PEE 
He 


D4 MODERN EDUCATION IN KOREA 


these with the advanced pupils of the Chung Dong 
(Seoul) “brought the number up to about twenty-five.” !9 


Though the Seoul school was closed in 1897, apparently 
it was not long before the error was realized, for the report 
for 1900 speaks of the fact that a Mr. E. H. Miller had been 
asked for from the Board to open an “intermediate” school 
in Seoul. It seems that they were unable to wait for his ar- 
rival, for early in 1901 (the year in which Mr. Miller came) 
Dr. J. S. Gale was directed to open such a school which 
started with an enrollment of six. In 1902 the enrollment 
was thirteen; in 1904, twenty-nine; in 1905, forty-nine; in 
1907, during a period when this school and Pai Chai were 
united, the enrollment reached one hundred twenty-eight. 
The union was short-lived and was dissolved in 1908 despite 
which the enrollment was one hundred twenty-six for the 
year. In 1906 the first graduate received his diploma and 
from that year till 1922 a total of one hundred seventy-two 
were graduated from the school. As soon as Mr. Miller 
was proficient in the language he became principal (1905) 
and remained in this position till 1914?° when Reverend E. W. 
Koons, who has since taken a leading part in the educational 
work of the country, took over the school and is still princi- 
pal. The school’s first modern building was erected in 1905 
as a memorial to Dr. Wells of the Board of Missions. (The 
school was then re-named the John D. Wells Training School 
for Christian Workers.) This building was greatly enlarged 
and re-modeled in 1910 during the temporary principalship 
of Dr. Underwood and several dormitories in native style 
have since been added. It is now one of the leading, if not 
the leading secondary school under Presbyterian control and 
gives a course exactly similar to that of the government 
Higher Common schools with the addition of Bible study. 

An idea of the curriculum of this and similar schools dur- 
ing the earlier years of secondary educational work is gained 
from the report for 1903-04 from which we read that English 
Language, Korean History, Ecclesiastical History, Astron- 
omy, Natural History, Geography, Physics, Chemistry, Ele- 
mentary and Advanced Arithmetic, Algebra, and Bible were 

19Dr. Wm. Baird, Quarto-Centennial Papers read before Korea 
Mission, Presbyterian Church, 1909, p. 62. 

20Mr. Miller went into college work, first in the Union Christian 
College in Pyengyang and then Chosen C. C. Seoul. 


ELEMENTARY AND SECONDARY EDUCATION 


SECONDARY EDUCATION 
T. 1D. Wells Higher Common School for Boys (N P.) Seoul 


Paichai Higher Common Schcol for Boys (N. M.) Seoul 
Winning Tennis Team and squad, J, D, Wells School. 


Cr 


Ge 


56 MODERN EDUCATION IN KOREA 


taught", The Presbyterian Mission took a strong stand 
against applying for any recognition which would in- 
volve a change in the religious side of the education given 
in their schools. Hence neither this nor any of the other 
schools of this mission have applied for recognition as Higher 
Common or Common Schools. Recently (192 3), howev er, 
under the new ruling by Governor General Saito, schools at- 
taining to the required standards have the privilege of becom- 
ing “designated” schools, i.e., they are designated by the 
educational authorities of the Government General as being 
equal to schools of a given grade (Common, Higher Common, 
etc., as the case may be). The John D. Wells School was the 
first to receive such “designation” and to be thus put on a 
par with other Higher Common Schools. 

Turning northward to the city of Pyengyang, in the report 
of that station of the Presbyterian Ata for 1899 we learn 
that “the class begun last year forms the nucleus for an aca- 
demy,” ** that the enrollment was thirteen, the teaching done 
largely by Dr. and Mrs. Baird and the subjects of instruction 
for the year, Bible, Geography, Physiology and Singing. 
From other reports we gather that what more nearly ap- 
proximated secondary work was begun in 1900. In 1905 the 
union with the Methodists, which continued for about a decade 
was begun, and by 1908 the enrollment reached four hundred 
forty-one. The first building was erected in 1902 in a semi- 
Korean style at a cost of about $1,800, half of which was 
borne by the mission Board, and half a generous gift from 
from Reverend W. L. Sw allen, one of the missionaries.?* Since 
then other buildings of a more modern type have been 
added, and even after the dissolution of the union with the 
Methodists, it has continued to be the largest secondary 
school in the mission and one of the largest Christian Schools 
in the country. 

Statistics report fourteen secondary schools under the care 
of the Presbyterian mission, but only eight such schools are 
a charge on the mission, one other (Kangkei) in the extreme 
north receives a very slight financial grant each year and an- 
other (Chairyung) has been loaned the use of cert ain prop- 


21Report Seoul station, Presbyterian Mission, 1904. 

243 Report Pyengyang Station, Presbyterian Mission, 1899, 

23 Dr. Wm. Baird, Quarto-Centennial Papers, read before Korean 
Mission Presbyterian Church, 1909, pp. 65, 66. 


ELEMENTARY AND SECONDARY EDUCATION 


SECONDARY EDUCATION 
Girls Academy, Seoul, N, P. Mission. 
Girls Academy, Pyengyang, N. P. Mission. 


oj | 


58 MODERN EDUCATION IN KOREA 


erty. The other four have still more tenuous connection with 
the mission. The two oldest schools located in the two 
largest cities in the country have already been referred to at 
some length. A: brief word must suffice for the others. Boys’ 
secondary schools were begun at Taiku in the south and at 
Syenchun in the north, as outgrowths of the pre-existing ele- 
mentary schools. This was in 1906, and both schools have 
had a continuous existence since that time, though suffering 
from a lack of equipment and adequate buildings. Lhe: syen- 
chun school has a dormitory of a more modern type but is 
still using a native style building for recitation and offices. 
Taiku has two fairly good school buildings, but these are 
inadequate and the buildings used as dormitories are even 
further from minimum needs. 


Girls’ secondary schools are also conducted in the four 
cities where the boys’ schools are located, viz., Seoul, Pyengy- 
ang, Syenchun and Taiku. Few of these are fully up to the 
standards required by the government, either in the number 
of so-called qualified te achers (two-thirds of the faculty must 
be men or women recognized by the government as “quali- 
fied’) nor in their equipment. The schools in Seoul and 
Pyengyang are probably nearest to these technical require- 
ments. The Seoul school has been brought practically to 
government standards and has received very favorable com- 
ment from the authorities and has been given reason to hope 
that it may soon be “designated” as of Higher Common 
School grade. 


That the government’s attempts to set up proper standards 
and to raise the existing requirements are praiseworthy and 
are steps in the right direction no one will attempt to deny. 
On the other hand, as is always the case with “rules” and 
“standards” there are many cases where the technical fulfill- 
ment of the requirements does not necessarily indicate a bet- 
ter or even as good a type of education as in some other cases 
where these technicalities have not been met, and it is prob- 
able that the better type of mission schools are now giving 
as good an education as the government or government: rec- 
ognized schools. This is by no means always so, and in the 
main it seems evident that the bodies in the United States and 
elsewhere which support these institutions needed, and still 
need, these requirements to “prod” them into something like 


09 


DUCATION 


se 


CONDAI 


4 


[NTARY AND SI 


MI 


= 
4 
ype 


ELI 


Fig.9 Blementary Schools,Enrollment Toys * Girls N.P. Mission 


aE 


ie 


4" Ae eee 


4 
in 


60 MODERN EDUCATION IN KOREA 


adequate support of the schools. It would be pleasanter to 
think that great religious bodies offering an education to an 
Oriental people would voluntarily provide sufficient funds to 
make this education the best. But in many cases the men and 
women on the field have been left “to make bricks without 
straw” and even now, that the “conscientious objection” to 
securing recognition has been removed by the Governor-Gen- 
eral’s ruling that religious instruction may be retained in 
“designated” schools, there seems to be no adequate response 
to the opportunity on the part of the home boards. The John 
D. Wells Academy in Seoul is a fairly typical case; with an 
enrollment of two hundred twenty the principal received 
(1923) from the mission Yen 5085.00 and from tuition and 
other sources Yen 7938 or a total of Yen 13,023 ($6,511.) to 
pay “qualified teachers,” heat the building in the long, cold 
Korean winter, make repairs, and pay all other expenses. The 
difficulties of paying operating costs are obvious and the pos- 
sibility of saving enough to buy new equipment, etc., is nil. 

A large number of elementary schools receive some moral 
or mental support and aid from the mission, but the degree 
of financial aid is negligible. Of a total of 438 elementary, 
secondary and higher schools reported by this mission, 411 
are listed as entirely self-supporting; when from the 27 re- 
maining we subtract the 9 secondary schools and 4 higher 
schools receiving funds, we have only 14 elementary schools 
out of 400 which are financially helped by the mission.*4 

For 1923 Mission funds were divided among the secondary 
schools as follows :*° 


Station Boys’ School Girls’ School 
Syenchun Y 3886.75 Y 1550.80 
Pyengyang 8887.34 4700.00 
Seoul 5085.00 5839.00 
Taika 4000.00 297569 
Total Y¥ 21,859.09 Y 15,065.49 
Av. 5,464.77 3,766.39 


Total, Boy’s and Girls’ Schools Y36,924.58. (At par this 
is equivalent to $18,462.29.) 
24Min. and Rep. 39th Annual Meeting (1923) Chosen Mission, Pres- 


byterian Church in U. S. A., p. 120. 
25Tbid, pp. 125, 126. 


500 


400 


300 


200 


100 


ELEMENTARY AND SECONDARY EDUCATION 


Fig.S Elementary Schools-and-Toachere N.P. Mission 


6] 


62 MODERN EDUCATION IN KOREA 


Figures 8, 9, and 10 show graphically some of the features 
of the elementary and secondary school work of this mission 
for the twelve years from 1913 to 1924, inclusive. 


Educational Statistics Northern Presbyterian Mission (!) 
Elementary Schools 


No. of No. of Pupils 

Schools Teachers Boys Girls ‘otal 
1913 402 608 8012 1769 9781 
1914 375 499 8065 3069 11134 
1915 390) x500 7679 2597 10276 
1916 344 x490 8312 2144 10456 
1917 359 516 9092 2948 12040 
1918 346 533 9637 3034 12671 
1919 278 414 7632 2498 10130 
1920 B25 468 8205 3063 11268 
1921 421 649 - 13408 5339 18747 
1922 496 864 19292 6587 25879 
1923 400 770) 17234 5793 23027 
1924 429 x800 15594 6807 22401 

Scere ania tack boolean ee as at we 
Average 380 592 11013 3804 14817 
Median 387 524 8702 3048 11654 


Secondary Schools 


No. of No. of Pupils 
Schools Teachers Boys Girls Total 
1913 10 Za 830, 367 1197 
1914 10 79 989 390 1379 
1915 10 x75 916 480 1396 
1916 10 x75 858 389 1247 
1917 10 65 907 426 1333 
1918 10 77 826 398 1224 
1919 10 72 802 236 1038 
1920 11 60 809 302 1111 
1921 8 60 1207 359 1566 
1922 13 100 2518 615 3133 
1923 14 100! 1881 645 2526 
1924 15 x105 1663 680 2343 

sss 

Average 10.8 78.6 1184 440 1624 
Median 10, oo: 911 394 1356 


x Estimated 


1Min. Fed. Council of Mission, 1913-23; Korea Section, Christian 
Movement in Japanese Empire, 1913-23; Annual Reports Bd. For. 
Missions, Presbyterian Church in U. S. A., 1913-24. Min. and Rep. 
Annual Meetings Chosen Mission Presbyterian Church jn U: S, A,, 
1913-24, 


633 


CONDARY EDUCATION 


—_ 


ELEMENTARY AND SE 
Fig-qyo&nrollment ,Boys & Girls,Secondary Schools ".P. Mission 


a 
an 


PEH 


oe 1) a 

= 

Fe 
HEHEHE 
EE 


z 


iS 
EH 
seetee 


= 


Hh 
ro 


ie 
nee 
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rH 
PH 


gaeee 
i 
Poe 
fies 
ae 
ae 
Ganga 


H 
aie 


ea 
seeeeeeuae 


2000 
2700) 


64 MODERN EDUCATION IN KOREA 


3. Southern Presbyterian. 


Missionaries of the Southern Presbyterian Church (official- 
ly the Presbyterian Church in the U. S.) opened work in 
Korea in 1892.1 After a comparatively short stay in the capi- 
tal its pioneers travelled to southern Korea and selected the 
town of Chunju, capital of South Chulla Province as a stra- 
tegic position from which to begin their work. Other stations 
were opened later in Kunsan, Mokpo, Kwangju and Soonchun 
‘n the order named and in all, schools for boys and girls were 
opened as the time seemed ripe.2 Railways and roads, which 
are at least passable for autos, have caused a great “shrink- 
age” in this part of Korea and have made places formerly 
far apart close neighbors. This, in turn, has brought in ques- 
tion the advisability of continuing certain schools, which when 
established were far from any other centre, but which are 
now close to other schools of the same mission. Changes in 
personnel have made it difficult to maintain some at certain 
times, and changes in policy have, now reduced a school to 
elementary grade, and now raised it again to the status of 
a secondary school. This is a partial explanation of the sud- 
den changes to be noted in the statistics for this mission. 
The 1923 Min. of Federal Council of Missions show fourteen 
secondary schools; detailed statistics for 1923-24, however, 
show that there are only nine schools supported by the mis- 
sion which are doing any secondary school work. According 
to the printed statistics none of these are carrying the full five 
years of the secondary school under the Japanese system and 
only three schools are listed as teaching four years of this 
course. The figures as to number of grades taught, both 
elementary and secondary, and the students enrolled in each 
grade, are given below as furnishing the best idea of the 


Grades Taught S. P. Mission Schools, Boys and girls. 


Chunju Kunsan Kwangju Mokpo Soonchon 

BG BiG Bier G aie ice eee 
Elem. 4 5 6 6 6 6 6 6 6 6 
Sec, 4 3 3 1 3 2 4 + zZ 0 


Total Years 8 8 9 7 9 Sr lee 10 8 6 


1H. G. Underwood, “The Call of Korea,” p. 141. 
2Date of opening schools, S. P. Mission; Chunju and Mokpo, 1900; 
Kunsan and Kwangju, 1903; Soonchun, 1912. 


ELEMENTARY AND SECONDARY EDUCATION 65 


grade and extent of the educational work supported by this 
mission.? 

(The new government courses call for six grades in the 
clementary and five in the secondary; see Fig. 4, in which the 
system of education for Koreans and for Japanese up to 1922 
is diagrammed.) 


Students by Grades S. P. Mission Schools (23-124). 
Chunju Kunsan Kwangju Mokpo Soonchun 


Dea me aaa, ey mee ae Be me | UGH 


Elem. Ore LOT 2 LOL ed e270 90: oO Oe ous 29 
cae OOM LAO SW Ole O0- 9150 68h a82e 60 
Deh EP es Omar oes Aaa les | e505 253k As 97 
Ae oe ew lO mescee 22, 656. 30° 24— 17 
Deca el Ono Simeon Smo 4 e578 24 4+ 
677.0 Ds) Sure oleum Lone Zo 1s 7 eke 4 
pec Sey o2 eel le 20 Ome SEY Zaye ay) 7 0 
282s op is 4 8 We 9 5 0 
oes 0 /. 0) ae aL) 8 6 0 0 
4 9 6 0 0 0 0 4 5 0 0 
Soe 0 0 0 0 0) 0 0 i) 0 


The above figures would seem to indicate that the nearest 
approximation to the government course is that given by the 
two schools at Mokpo. The boys’ school at Chunju also 
gives four years of so-called “Higher Common” work, but as 
it is based on only four years of Elementary work cannot 
be considered to be as advanced as some of the other schools 
which are giving only three years of “Higher Common” work. 
All the schools except the two at Chunju appear to be giving 
the full six year course in the elementary department. Sta- 
tistics for the educational work of this mission are also given 
herewith. They are offered for what they may be worth and 
graphs‘ for the attendance of boys and girls in both elemen- 
tary and secondary schools have been prepared to aid 
the reader. The figures are based on the reports to the Fed- 
eral Council of Missions but have been checked back to the 
reports either of the home board or of the mission, and where 
disagreement has been found, the mission rather than the 
Federal Council figures have been used. 


‘Statistica furnished author by Mr. D. J. Cumming, Prin., Mokpo 
Boys’ School. 
4See Figures 11 and 12 


66 MODERN EDUCATION IN KOREA 


This mission furnishes one of the best illustrations of the 
need of uniformity in classification and in reporting educa- 
tional figures. Up to 1919 their schools are classified as 
LIN SVT pes Sub-academies, and Primary Schools’; in that 
year they call them “Lower Elementary, Higher Elementary 
and Middle Schools”; in 1920 they revert to the former term- 
inology for one year, but soon try still another, the schools 
now being called “Primary, Grammar and Academies.” Only 
under the last classification is there any key as to what may 
be meant by these terms; “Primary” being used for grades 
I—4; “Grammar” for 5—S8, and “Academy” for grades 9—12. 
Sometimes the “Sub-academies” are reported as secondary 
schools and sometimes only schools actually enrolling aca- 
demy students. The resulting confusion when these figures 
are compared with the statistics from other missions may be 
imagined. The figures for 1924, obtained by adding the totals 
of students taking secondary work as shown in the tables 
furnished by Mr. Cumming, gives 215 boys and 76 girls, but 
have not been added to the general table, since they include 
only the ten schools under mission support rather than the 
thirteen on the basis of which the 1923 figures appear to have 
been compiled. Similarly the figures for elementary schools 
viven by Mr. Cumming apply only to 10 schools out of the 
250 reported in 1923. 


We are informed® that “the cost of educational work 
of the mission for the year ending January 30th, 1925, was 
as follows: 


Paid iby Koreans f255.ee.ah nae ke EY ORE ZOOM 
Paid by Mission . nay eee Y/04:099500 
Total Y 05,019.00 


and as to the future that, it is now planned and arrange- 
ments are being made to finance a recognized Boys’ School 
at Chunju anda recognized Girls’ School at Kwangju. It 
is probable that a “designated” rather than recognized school 
is meant since the stand taken by this mission on the recog- 
nition question has been as strong as that taken by the North- 
ern Presbyterian Mission. In order to give a more definite 
idea of the sources of income a “budget” table for the various 


*Statement of Educational work of Southern Presbyterian Mission 
turnished author by M. L. Swineheart, Treas., S. P. Mission, January 


ZF, A925. 


“Ky 
Lo 


Cy 


sueEnuaE 


rH 
ae 
EHH 


i 


t 
Co 
1 


Poo 
PERCH 
EES 

HH 


7 


Hh aes 
= aise 
LH 
H 


. 
Ean R 
2s 


oH 
aiff 


Bal 
HEH 
HEHE 
Ho 


nag 


CH 


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rH 


a 


asides! 


Eee 


ae 


He 


rH 


Bo 


ai 


Por] 
Coo 


LH 


Pig.ll. Elementary Schools,£nrollment Poys & Girls,S.P. Mission 


142 


ELEMENTARY AND SECONDARY EDUCATION 


10000 


i 
| 
SEaLeeee 


ER SSR eae A 


Hoo 


Besreereener ae 


cH 


sccaiiiit 


EMS OR Lah Reese 


68 MODERN EDUCATION IN KOREA 


schools for 1923-24 with the amount in yen from mission, fees 
and other sources is added to the tables on schools and enroll- 
ment as given for the other missions.® 


Educational Statistics Southern Presbyterian Mission 


1923-24 Budget Southern Presbyterian Mission Schools. 


Secondary Schools 


School From From From Other 
Mission Fees Sources Total 
Chunju Boys Y 8700 Y 1940 —— Y 10640 
Kunsan ¥ 4976 1811 Y 289 7076 
Kwangju 8750 1500 ——. 10250: 
Mokpo ee 4750 3075 420 8245 
Soonchun ” 5300 1000 6300 
‘Rotal Y 32476 Y9326 Y709 Y 42511 Y 42514 
Average 6495 1865 8502 
School From From From Other 
Mission Fees Sources Total 
Chunju Girls Y 5800 Y 1668 We AY Y 7488 
Kunsan 3000 650 ——— 3650 
Kwangju 4250 1463 —_—— 5713 
Mokpo 4750 2325 160 7235 
Soonchun ” 3000 658 FANS) 4373 
Total Y 20800 Y 6764 Y895 Y 28459 Y 28459 
Average 4160 1352 5691 
Grand Total Y 70970 
Elementary Schools 
No. of No. of Pupils 
Schools Teachers 30ys Girls Total 
1913 51 x60 803 101 904 
1914 54 62 1074 319 1393 
1915 7A 98 1216 495 1711 
1916 114 seeee 1334 478 1812 
1917 MLZ = 1501 bo5 1856 
1918 ZS 82 1249 206 1455 
1919 Vos Hake} 1358 408 1766 
1920 86 110 2136 670 2806 
1921 171 AWA 4709 1411 6120 
1922 287 302 7514 Di le 10226 
1923 250 252 6146 3262 9408 
Average 122 143 2640 947 3587 
Median 86 110 1358 478 1812 


x Estimated. 


6 Budget Statistics furnished by M. D. Cumming. 


69 


8.P.Mtssion 


y 


Girls 


Boye & 


ELEMENTARY AND SECONDARY EDUCATION 


Fig.12 Secondary Sehools, 


Saree 
BSeeol 


T 
ESES 

H 
co 
meee 


HH 
Hi 


CCCP Sey 
PSSST 
COS 


auEeere 
sitesttaadt 


nt 


Enrollment 


=oe 
FHtH 
seen 
EHH 


SuSEEEEEE 


| datebeteeabe!_] 

Jets iatetatctat aya 
Coo 
REDEo 
BreoS 
co 
fetes] 


Poe 


70 MODERN EDUCATION IN KOREA 


Secondary Schools.! 


No. of No. of Pupils 

Schools Teachers Boys Girls Total 
1913 8 —— 271 752 1023 
1914 8 4] 104 129 233 
1915 4 —— 141 177 318 
1916 3 50 126 64", 190 
1917 3 12 10 104 114 
1918 8 55 337 292 629 
1919 2 26 85 33 118 
1920 6 —— 85 34 116 
1921 5 45 367 206 573 
1922 15 Too 548 220 768 
1923 13 +46 587 169 756 


a 
+ Apparently these are teachers in Mission supported 
schools only. 


4. Southern Methodist Mission. 


Dr. Reid, the first missionary of this church visited Korea 
in 1894 and returned in 1896 for the formal opening of 
work.’ From the very beginning there has been an especial 
emphasis on the educational work, for Dr. Reid came to 
Korea at the request of Baron Chi Ho Yun, one of his for- 
mer pupils, educated in America and at that time holding the 
position of vice-minister in the Korean cabinet. He asked 
that Dr. Reid open a mission school and mission work in 
the city of Songdo, the family seat of the Yun clan.3 The 
result was the founding of what was called the Anglo-Korean 
School, giving secondary education to boys. In the division 
of territory agreement the mission received the greater part 
of Kangwon Province as well as that part of Kyengkui Proy- 
ince adjacent to Songdo. The work has naturally been most 
developed in the city where it was begun, but schools and 
evangelistic work have been established in Seoul, Wonsan, 
Choonchun and Chulwon, each of which places are regular 


1The figures for secondary schools show such great fluctuations 
that it has not seemed worth while to compute either average or 
median. The graphs for enrollment are included, but their “feverish” 
character is probably more due to the factors of classification men- 
tioned than to actual fluctuations of enrollment. Figures 12 and 12. 

2H}. N. Allen, “Chronological Index,” p, 29. 

3H. G. Underwood, “The Call of Korea, p. 142. 


ELEMENTARY AND SECONDARY EDUCATION 71 


SECONDARY EDUCATION 
Boys Academy S. P. Mission, Kunsan. 
Songdo Higher Common School for Boys, (S. M.) Songdo. 


-~> 
Cau) 


MODERN EDUCATION IN KOREA 


mission stations with resident missionaries. Elementary 
schools and general work, has, of course, been pushed into 
as many other towns and villages as possible. Secondary 
education for boys has been confined to the school in Songdo 
on the wise theory of intensive work of a high grade rather 
than extensive efforts of a lower type. Baron Yun was for 
some years principal of the school and now after a lapse of 
about a decade, is again in charge. Application for recogni- 
tion was made some years ago, and on being received, the 
name was changed to the Songdo Higher Common School. 
In 1923 Baron Yun reported to the Annual Conference that 
606 regular students were enrolled in ten divisions covering 
the full five year course of the Higher Common School and 
that 110 half-day students from the Industrial department ! 
swelled the total to 716. A new gymnasium building to be 
used as a temporary assembly was expected to be ready for 
use in the fall (1923). The total running expenses for the 
school year are estimated at Y51,500, of which Y31,500 is de- 
rived from students’ fees.5 A recognized Higher Common 
School, with good buildings and equipment, a budget roughly 
twice that of the average boys’ secondary school in Korea, 
and a strong industrial or work department, the Songdo 
Higher Common School is one of the outstanding missionary 
institutions in Korea. 


In Seoul the Southern Methodist mission maintains no sec- 
ondary school for boys, but in 1898 Mrs. J. P. Campbell 
founded a girls’ school known as the Carolina Institute. Here 
again, as in the case of the earlier girls’ schools, at first most 
of the pupils were unwanted orphans. By 1901, however, 
the enrollment had grown to 38, and a generation later, in 
the spring of 1922, its principal reported 80 in the Kinder- 
garten, 241 in the Common, School and 102 in the Higher 
Common School and 102 in the Higher Common grades, or 
423 in all.é ae 

Following the chronological order of establishment, we 
turn back again to Songdo where in 1904 the Holston Insti- 
tute was opened as an elementary school for girls, the sec- 
ondary department being added in 1909. The primary de- 


4See Sec. on Textile Dept., Songdo Higher Common School. 

°Jr. Korea Annual Cnf., M. E. Church South, 1923, p. 95 ff. 

6 Korea Mission Field, Aug., 1920; Feb., 1922. Total enrollment all 
grades reached 606 in 1924. 


ELEMENTARY AND SECONDARY EDUCATION es 


partment has been extended under the same name to several 
schools in the city and a large new primary building opened 
in 1916, was crowded to capacity as soon as opened. In 1918 
the Mary Helm School (q.v.) was incorporated in the Hol- 
ston Institute plant as the Industrial Department of the larger 
school.” The secondary grades enrolled 156 pupils in 1923 
according to the report for that year. A third school with 
an enrollment of 450 (all grades) giving secondary work for 
girls 1s reported in the Wonsan district. Only the one sec- 
ondary school for boys is maintained, but in the city of Won- 
san what is known as the Lambuth Institute was founded by 
the late Bishop Lambuth shortly before his death. It is a 
night school teaching English or other subjects according 
to local demand. It is modeled on a somewhat similar school 
in Japan (Palmore Institute in Kobe) and is largely an evan- 
gelistic agency claiming the motto “Christianize while we 
educate.” ® It is as yet in the experimental stage and it is too 
early to prophesy its success or failure. Such schools often 
do very excellent work, but it seems necessary to take extra- 
ordinary precautions to prevent both the education and the 
Christianity from dropping to a rather low formal type. 

Elementary schools, kindergartens and a very elementary 
type of school called “Kulpang” or “Sohtang” (Japanese 
“Shodo’’) are listed in the statistics of the mission. This is 
a logical classification following the government system but. 
suffers from the lack of any statement as to the criterion by 
which the Common School is differentiated from the “Kul- 
pang.” In tabulating the statistics, the “Kulpang” have not 
been included, but it is quite possible that if the standards 
of this mission are high, some or many of what they call 
“kulpang” should be included in figures which will be com- 
pared with the statistics of other missions which may not 
have been so strict in their definition of a “school.” In the 
absence of any definition we are, however, forced to take the 
figures at their face value and only include under “schools” 
what are called schools. 


According to a questionnaire circulated in 1924-2510 the an- 


™Miss L. E. Nichols, Korea Mission Field, Feb., 1923, 

8Jr. Korea Conf., M. E. Church South, 1923, statistics, ay YAO) 

9Tbid, p. 79, 

10Professor J. E. Fisher of the C. C. C. kindly circulated this for 
the writer. The results are given in more detail in the appendix, 


ra MODERN EDUCATION IN KOREA 


nual mission grants to secondary schools!! amount to Yen 
104,520 with Yen 41,719 additional from Korean sources; 
while for elementary education the mission pays Yen 37,180 
and the Koreans Yen 44,689, or Korean support of approxi- 
mately 54% in elementary and 28% in secondary schools. It 
will be noticed that this is both a larger absolute expenditure 
and a relatively greater proportion of foreign as against 
Korean funds than in the other missions. It is probable that 
the percent of the total funds of the mission used in educa- 
tion as compared with other forms of work is also greater 
than in the other missions. Up-to-date data is not available 
on this point, but as far back as 1914, 39.8% of the total funds 
were devoted to education, 9.1% greater proportion than the 
average in the five missions from which data was gathered.?2 


Statistics for elementary and secondary schools of this mis- 
sion are given herewith in the same form as for the other 
missions and graphic presentation of the facts is to be found 
in Figures 13, and 14. 


Educational Statistics, Korea Conference, M. E. Church, S.'3 


Elementary Schools. 


No. of No. of Pupils 
Schools Teachers Boys Girls Total 
1913 46 wees 836 684 1520 
1914 66 106 1139 1023 2162 
1915 56 56 900 885 1785 
1916 52 56 1000 1218 2218 
1917 55 99 801 1045 1846 
1918 53 105 884 1081 1965 
1919 24 75 909 697 1606 
1920 x24 x/AO x9(9 x697 x 1606 
1921 19 G3 1567 1317 2884 
1922 110 227 4711 1895 6606 
1923 21 146 2397 1786 4183 
Average 47.8 103.8 1459 1120 2580 
Median 52) 96, 909 1045 1965 


x Previous Year's Figures. 


11The figures on secondary schools in several instances include ex- 
penses for elementary grades in the same school, 

12“Comparative Statistics’ compiled by Rev. F. K. Gamble, 1914, 

13 Min. Federal Council of Missions, 1913-23; Christian Movement 
in Japanese Empire, 1913-23. 


() 


ELEMENTARY AND SECONDARY EDUCATION 


auguazsasst sens ests srses cess satis 
Seuaiserenasreetinaee? ae 
Seaacred aneeeeg eee eat ieretMaEEETE 


i 
H 

HH 
H 
Pty 
HH 
HH 


d Girls S.}.Mission 
’ ! ' 


2 Jee EEG, : HSE 
eS ne : 
m3 = : 3 g 


MODERN EDUCATION IN KOREA 


16 


S.M.Mission 
flea (petateysiet 


3irls 
, 


Fig.14 Secondary Schools,=nrollment 3oys * 
UE KA 4 ' a! ' ' Q ' Q 


1006 


aoe 


Peete 


i 


CH i 
falatatatats=( 
aa 


Cocco 


Hoe 


5 


scat 
ee eeee ee ia 


4 
BI 


H 


FH 


cot 
a 


St 


a 


FEC 


a 
ra 
cr 


a2 
— 


sai 


ct hay 


EHH 


4 ia 


PEE 
soo FAHEY 


ELEMENTARY AND SECONDARY EDUCATION ‘4 


Secondary Schools (S. M.). 


No. of No. of Pupils 
Schools Teachers Boys Girls otal 
1913 5 24 120 143 263 
1914 5 24 150 143 293 
1915 xO x24 x150 x143 «293 
1916 5 31 155 204 359 
1917 4 29 162 234 396 
1918 3 26 138 140 278 
1919 3 DS 145 139 284 
1920 3 25 calf alo 7350 
1921 3 26 274 277, Bot 
1922 4 45 508 Joy 760 
1923 4 58 569 295 864 
Average 4 30.6 231 195 426 
Median 26. 155 175 350 


xPrevious year’s figures. 
+Estimated. 


5. Australian Presbyterian Mission. 


Technically the work of the Australian mission was opened 
with the coming of the Reverend Davies and his sister in 
1889. ‘Mr. Davis died of small-pox the following winter and 
his sister was forced to return to Australia. In 1891 three 
single ladies and a married couple arrived and the work was 
kept going in a small way till 1900 when reinforcements 
began to be sent from the home church but no considerable 
increase in force, or attempt at extensive work was made 
much before 1910. At present they carry on work in five 
towns, Fusan, Masan, Chinju, Tongyeng and Kuchang in the 
extreme south of Korea with a force of about twenty-eight 
workers, exclusive of married ladies.! 


The three single ladies who came to Fusan soon after Mr. 
Davies’ death opened an orphanage for girls, which, as in 
the case of the other missions, developed into a girls’ school, 
elementary at first, but later giving secondary education, Ele- 
mentary education for boys has been left largely to the native 
churches with some subsidies for the schools from the mis- 
sion funds. [Elementary schools for girls have received more 


1Rev. G. Engel, Christian Movement in Japan Empire, 1915; Min. 
Fed. Council of Missions, 1913-23. 


"8 MODERN EDUCATION IN KOREA 


Figs 15. Elementary Schools,¥nroliment,Boys & Girls, A.P.Miseion 


ate 


ELEMENTARY AND SECONDARY EDUCATION 49 


attention and are supported in each of the five stations men- 
tioned. Secondary schools for boys in Chinju and Masan, 
and for girls in Fusan, Chinju and Masan were maintained as 
mission schools. The statistics shown in the reports to the 
Federal Council show only two secondary schools for the 
mission after 1921 which appear to be the girls’ school in 
Fusan and the boys’ school in Masan. The change is doubtless 
due to the raising of the standards for secondary schools ac- 
cording to the New Educational Ordinance of 1922. If this js 
an indication of a policy it would seem a wise one for a com- 
paratively small mission which is distinctly limited in. the 
funds available for such work. Statistics are given but are 
not full for the years 1913, ’14, °15 and 716: figures for the 
secondary schools are entirely lacking for 1914 and 1915. but 
it has seemed better to include the table and the graphs 
(Figures 15 and 16) rather than leave the reader with the 
above generalized statement. 


Educational Work Australian Presbyterian Mission.! 


Elementary Schools. 


No. of No. of Pupils 
Schools Teachers Boys Girls Total 
1913 4 —— 114 39 153 
1914 10 —— —— —— 314 
1915 
1916 11 20 —— —— 626 
1917 10 23 320 22 442 
1918 13 27 237 274 511 
1919 8 Sil 256 330 586 
1920 5 16 261 145 406 
1921 15 19 610 224 834 
1922 15 23 1000 750 1750 
1923 11 61 765 1310 2075 
Average 10 27. 445 399 769 
Median iff 23 290 249 549 


IMin. Federal Council of Missions, 1913-23: Christian Movement in 
Japanese Empire, 1913-1923, 


80 MODERN EDUCATION IN KOREA 


Figs16 Secondary Schools,Enrollment Boys & Giris,A,P.Miseion 


190 : 
4A ees dee 


450 


400 


850 


00 


250 


200 


160 


100 


e--= 


50 


— 
| | 


ELEMENTARY AND SECONDARY EDUCATION 81 


Secondary Schools (A. P.). 


No. of No. of Pupils 
Schools Teachers Boys Girls Total 
1913 5 192 184 376 
1914 _ —— os — 
1915 —-— —- —— eS —— 
1916 9 14 50 74 124 
1917 " 28 92 246 338 
1918 4 24 218 131 349 
1919 2 4 56 9 65 
1920 5 28 360 493 853 
1921 5 Pi 450 505 955 
1922 Yu ff 130 60 190 
1923 2 i 150 60 210 
CO 
Average 4 7, 188 195 384 
Median . 18 150 131 338 


6. Canadian Presbyterian. 


Mr. McKenzie has been mentioned as the fore-runner of 
this mission. He spent his brief life in Korea (1893-1895) 
at the village of Sorai and showed his interest in education 
by founding the elementary school there which has main- 
tained a continuous existence to the present day.! 

Official representatives of the mission did not arrive till 
1898 and were then assigned to work in the two provinces 
of North and South Hamkyung, on the northeast coast of 
the country.?, Reinforcements came slowly, and in ten years 
only, ten workers were added to the original band of five. 

As in all missions the school beginnings were slow and 
small. In 1903 there were four elementary schools with a 
total of one hundred pupils, by 1908 four had grown to 
twenty, with 384 pupils and three schools giving some sec- 
ondary education to 98 students had been established.3 

The mission policy in education was to support or sub- 
sidize the elementary schools for girls, giving as much ad- 
vanced work in the girls’ schools in each station as was pos- 
sible and to support a “full middle school at Hamheung and 
one at Yongjung” for boys, advancing the work of two other 
Station boys’ schools “to middle school standards as soon 


IMcCully, “A Corn of Wheat.” 
*H. G. Underwood, “The Call of Korea,” iD 1b. 
*Christian Movement in Japanese Empire, 1917, 719, ’20, 


82 MODERN EDUC, \TION IN KOREA 


as possible.” This was some years ago, before the educa- 
tional standards were raised by the new Educational Ordi- 
ance. This, of course, raised the costs of education greatly 
by the addition of two years to the Common School and one 
year to the Higher Common, but besides this increase, the 
cost of living and all other expenses had climbed rapidly be- 
tween the formulation of this policy and the time of the pro- 
mulgation of the new ordinance. The mission, therefore, re- 
considered the whole question, and after conference with 
native workers, decided to abandon the idea of mission sup- 
ported Higher Common Schools for boys and girls in all or 
even in three or four of its stations. (Stations with resi- 
dent missionaries are maintained at Wonsan, Hamheung 
Songjin, Hoiryung in Korea and at Yongjung among the 
Korean population across the border in Manchuria.) The 
new policy calls for an “approved” + Higher Common School 
for boys in the city of Hamheung with a building to cost in 
the neighborhood of $50,000, aie an annual budget of $7, 000 
from the mission, and looks forward to another in Yongjung. 
The other schools of the mission are to be restricted to not 
more than two years of Higher Common School work, and 
their appropriations to be “fixed accordingly. For girls a 
similar plan is laid down except that the girls’ school at Ham- 
heung is _as yet to be merely an “efficient Higher Common 
School.” By this is meant that, while the mission does not 
feel itself able to finance this school up to the budget and 
_ equipment requirements of the government to secure what 
they call “approval” (and what. we have termed ‘‘designa- 
tion”), they wish to put forth every effort to make it as “effi- 
cient as possible and that they will concentrate on this school, 

rather than dissipate their funds and energies in a fruitless 
attempt to carry on eight or ten such institutions. 

When the question of location was up for decision, great 
excitement and feeling was aroused among the people of the 
towns concerned. Deleg rations of business, men, from Young 
Men’s Associations and many others outside the Christian 
constituency waited on the committee and urged the claims 
of their towns and offered varying degrees of native support 


4This is another translation of the Japanese word which we have 
translated “designated.” 

Min. of the Annual Meeting Korea Mission of the Presbyterian 
Church in Canada, 1922-’23, 


ELEMENTARY AND SECONDARY EDUCATION 83 


and assistance. While the feeling that was aroused was re- 
grettable, and the bitterness of the “losing” localities keen, 
it was an interesting commentary on the strong desire for. 
education. It is not surprising that the feeling ran high for, 
to many, an adverse decision meant that their children would 
have no opportunity for secondary schooling of any kind. 
The same year that saw the above change of policy was 
marked by a decision to cut the subsidies to church ele- 
mentary schools “to not more than $5 per month to any one 
school” and the suggestion that this be cut yearly till the 
schools were entirely self-supporting.® 


As the reader may have already gathered from the com- 
ments on the work of other missions, the policy of thus cut- 
ting the elementary schools loose to sink or swim as best 
they may, seems to the writer to be of more than doubtful 
wisdom. It is, however, the policy that has been followed in 
the main by all four of the Presbyterian missions, partly as 
a sacrifice to the “fetich” of self-support and partly from 
economy, enforced by the funds available. 


In view of the above stated policy as regards Higher Com- 
mon schools, the reader will doubtless be surprised to find 
thirteen secondary schools reported in the statistics for this 
mission, and we must again call attention to ‘the fact that 
these figures cover not only mission schools but church 
schools in this territory, and that the same difficulties of 
classification and forms of reporting are responsible for some 
of the peculiarities that may be noted in studying them. The 
figures from the Federal Council minutes have been checked 
by those in the mission minutes, but the reader who cares 
to go back to sources and check up will find that they do 
not always exactly tally. The differences, however, are small 
and the reports and graphs (Figures 17 and 18) are suff- 
ciently accurate to represent the general scope and trend of 
the work of this mission. 


6Min. Ann. Meeting Korea Mission Pres. Church in Canada, 1923. 


MODERN EDUCATION IN KOREA 
Figs 17 Blementary Schools,2nrollment Boys & Sirls,C.P.Mission 


SI 


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2000 
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ELEMENTARY AND SECONDARY EDUCATION 85 


Fig.18 Secondary Schools Enrollment Boys & Girls C.P.lission 


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i SEeoGEE 
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souee aaa a8 We im ' 
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eee PERE 


86 MODERN EDUCATION IN KOREA 


Elementary Schools. 


Educational Statistics Canadian Presbyterian Mission.! 


No. of No. of Pupils 

Schools Teachers Boys Girls Total 

1913 4] 55 x750 x336 1086 
1914 39 63 603 356 959 
1915 +40 53 x700 x441 1141 
1916 +40 63 x750 x504 1254 
1917 42 84 871 557 1428 
1918 ae 121 1534 656 2190 
1919 78 131 1408 678 2086 
1920 60 100 1506 847 2308 
1921 78 148 2560 1330 3890 
1922 90 160 3204 2077 5281 
1923 88 227 3954 2238 6192 
1924 81 +150 3082 2022 5104 
Average 62 aN 1743 1003 2747 
Median 66 111 1457 667 2138 


Secondary Schools. 


No. of No. of Pupils 
Schools Teachers Boys Girls Total 
1913 2 89 104 193 
1914 2 1S Shs x69 144 
1915 3 16 x80 x61 151 
1916 3 16 151 50 2()1 
1917 3 31 200 12 225 
1918 2 25 262 — 262 
1919 10 30 415 20 435 
1920 8 19 PA 59 330 
1921 Hi 36 698 112 810 
1922 8 33 938 71 1009 
1923 13 62 1165 76 1241 
1924 10 ~— 997 240 1237 
Average 6 28 446 is 519 
Median 7 25 267 69 


x Totals given, division boys-girls estimated. 
7 Estimated. 


1Min, Federal Council of Missions, 1913-1923; Christian Movement 
in Japanese Empire, 1913-23; Min. Annual Meeting Korea Mission 
Presbyterian Church in Canada, 1913-23. 1924 figures, kindness Dr. 
Armstrong, F. M. B. Presbyterian Church in Canada. 


ELEMENTARY AND SECONDARY EDUCATION 87 


CHAT DE Ra EVs 


7. Roman Catholics (Société des Missions Etrangéres). 


One is tempted to turn aside for a moment to tell again 
the story of the early entry, work and martyrdom of the 
first Catholic missionaries, a fascinating chapter of heroism 
and devotion.1 Obviously, however, direct education was im- 
possible in the days when priests were being hunted from 
place to place with a price on their heads, and it is necessary 
for us to limit our record to the history of educational work. 
Even after the period of persecution, the Roman Catholic 


Market Day. 


Church did not emphasize education as such. The general 
character of the work is described below, though the ‘aim 
to provide a primary education for children of Korean con- 
verts’” appears to have been largely relinquished with the 
development of the government System of education under 
the Japanese. Writing in 1896 Mrs. Bishop says: 


1See Dallet “L’Englise en Coree” for history of early missions: 
also in English “For the Iaith, Life of Just de Bretenierres,” by 
C. Appert (Maryknoll). 


SS MODERN EDUCATION IN KOREA 


“The Société des Missions Etrangéres has in Seoul an 
orphanage and two boys’ schools with a total of 262 chil- 
dren. The principal object is to train the orphans as 
good Roman Catholics. In the Boys’ Schools the pupils 
are taught to read and write Enmun? and to a limited 
extent they study the Chinese classics. The religious 
instruction is given in Enmun. They aim at providing 
a primary education for the children of Korean converts. 
The boys in the orphanage are taught Enmun only and 
at thirteen are adopted by Roman Catholics in Seoul 
or the country and learn either farming or trades, or as- 
suming their own support enter a trade or become ser- 
vants. 


The older girls learn Enmun, sewing and housework, 
and at fifteen are married to the sons of Roman Catho- 
lics.” 3 


For many years the Société des Missions Etrangéres was 
alone in carrying on the work of the Roman Catholic Church 
in Korea, but in 1909 the Benedictines (Germans) established 
a monastery with a vocational training or industrial school in 
Seoul. The original plan called for a secondary academic 
education in connection with the industrial training, but 
this idea seems to have been abandoned. The abbot of the 
monastery has since been made a bishop and a section of 
the northeast coast has been created a Diocese under the 
care of this German Bishop and his assistants. As a conse- 
quence of this change, the school is being moved to \Wonsan, 
where the Bishop has his seat. Still more recently an Ameri- 
can mission has been sent to Korea and assigned to work 
in the Wiju district in the extreme north under the Very 
Reverend P. J. Byrne, but under the episcopal direction of 
the Right Reverend Bishop Mutel of the French Mission, 
Seoul Diocese. 

The statistics of the Catholic work are not published in 
English and consecutive data is not available. In 1915, and 
again in 1918, Mr. Gerald Bonwick of the Christian Litera- 
ture Society ascertained and published some figures con- 


2“Enmun” is an attempted transliteration of Korean name for the 
vernacular script. 
3Bishop, “Korea and Her Neighbors,” pp. 389-90, 


ELEMENTARY AND SECONDARY EDUCATION 89 


cerning their work which are given herewith. In 1915 two 
theological seminaries with 108 students, and 110 schools 
with 2,149 boys and 906 girls and two orphanages with 261 
orphans as well as the German Industrial School with 65 
students. In 1918 the seminaries are not reported, but the 
schools number 93 with 1,838 boys and 783 girls, two or- 
phanages with 245 orphans and 20 students in the Industrial 
school. The reports on educational work for 1923 show two 
orphanages with 268 orphans, 122 boys’ schools with 5,977 
pupils and 44 girls’ schools with 2,742 pupils or 8,987 
pupils in all taught by 363 teachers. A Higher Commercial 
School with 188 students and 9 teachers and the existence of 
a hostel for which some six thousand yen had been sub- 
scribed is also reported. ® The missionary directory for 1926 6 
shows a total of 85 Roman Catholic priests and brothers in 
Korea (exclusive of native priests), 39 in the French mission, 
32 in the German and 14 in the newly founded American 
mission. 

It is probable that the recent reorganization and the rein- 
forcements from Germany and America will give new im- 
petus to the educational work of this church as well as have 
the effect of making its records more easily available to the 
American reader. 


8. English Church Mission. 


In the rapid sketch or rather chronology of the arrival 
of the pioneers already given, the coming of Bishop Corfe and 
his assistants to open the work of this mission in 1890 has 
been mentioned. They have not been a party to the divi- 
sion of territory agreement referred to, and therefore their 
work is not confined to any assigned teritory or district. It 
has been developed, however, in a region of not more than 
about 100 miles radius of the capital and is divided into 
seven mission districts, each with a resident priest in charge. 
The towns in which the priests reside are Seoul, Chemulpo, 
Kangwha, Suwon, Chinchun, Chunan, and Paikchun. Bishop 


4Christian Movement in the Japanese Empire, 1915, 1918. 

5 J. M. Planchet. “Les Missions de Chine et du Japon, 1923”; and 
“Le Catholocisme en Coree.” These works were made available to 
the writer through the courtesy of Mgr, Quinn, New York City. 

6 Missionary Directory, 1926, pub. by Fed. Council Missions in 
Korea. 


90 MODERN EDUCATION IN KOREA 


Corfe served the mission till 1904, and on his resignation the 
Reverend A. B. Turner was appointed his successor. After 
six years of service Bishop Turner died in 1910, and in 1911 the 
Reverend M. N. Trollope became Bishop in Korea and still 
serves in that capacity.’ 

Very little in the line of direct elementary education is 
done, and nothing of secondary grade. An orphanage was 
established quite early, in Seoul by the Sisters which was 
later (1913) moved to Suwon. On the island of Kangwha, 
the oldest and most flourishing country station of the mis- 
sion, some schools were opened in the latter part of the last 
century, and apparently there was an attempt at industrial 
work in connection: with it, for the mission printing press 
“was worked as a department of the boys’ schools.” Writ- 
ing in 1915, Bishop Trollope says: 


“The mission, now that it is face to face with this 
task of training native men and women workers, is feel- 
ing the lack of any educational plant of any size. Small 
schools 'we have in Kangwha, Suwon, Chin-Chun, Chunan 
and Paikchun districts, but not on any sufficient scale.” § 


In the fall of 1924 in response to inquiries by the author, 
Bishop Trollope wrote, giving more information as to this 
work. He says: 


“\We have scattered over the area covered by our mis- 
sion districts some 25 schools preparatory or subsidiary 
to the government common schools, which are now 
springing up everywhere. But there is such a constant 
re-classification of these that we have found it difficult 
to frame regulations to include them. In any case they 
do not cater for more than 1,000 or 1,500 children, and 
are in reality schools run by the local church or Parents’ 
Associations and subsidized by the Church (to the ex- 
tent of from two-fifths to three-fifths of the total cost) 
‘on condition that certain principles are adhered to, such 
as, that the teacher must be a Christian and a certain 
proportion of the students Christians also.” 9 


‘Trollope, M. N. Bishop, “The Church in Corea.” 
STrollope, M. N. Bishop, “The Church in Corea,” p. 10, 
*Trollope, M. N. Bishop, personal letter to author, Nov., 1924. 


ELEMENTARY AND SECONDARY EDUCATION 91 


While the mission maintains no secondary schools of its 
own, it carries on a very useful and interesting work in its 
student hostels, the idea being to utilize as far as possible 
the educational facilities provided by the government, while 
at the same time caring for and supervising the moral and 
religious life of students who are away from home and often 
in the midst of temptations. Referring again to Bishop Trol- 


lope’s letter, we read: 


“Entry to these hostels is confined to boys and girls of 
Christian families who succeed in passing into some rec- 
ognized higher” (secondary) “school. We purposely do 
not allow the hostels to become too large (about 20 girls 
and 30 boys) because we want the hostels to be more of 
a family and less of an institution.” 1 


While the above is all that could strictly comé under the 
head of elementary and secondary education, it seems more 
convenient to include here a brief reference to the Clergy 
Training College of this mission rather than to devote a 
Separate section to it under higher education. The work is 
comparatively new and very informal in its method. Up 
to ten or eleven years ago nothing along this line had been 
done except for a few summer classes of from three to six 
weeks. Reverend Cecil Hodges was secured especially for this 
work which was begun with about a dozen students in the mis- 
sion house on Kangwha in 1914. Interrupted by the war, which 
called away seven English clergy from the little mission, it 
was more informally begun again in 1918 and reorganized 
on the return of Mr. Hodges in 1921 and carried on till 1924 
when again interrupted by the return to England of the in- 
structor. While fully recognizing the advantages inherent in 
more formal education, Bishop Trollope doubts the practical 
possibilities of the maintenance of an organized college and 
plans to rely on the more informal plan of the instruction of 
small groups “trained in devotional habits and theological 
learning by living and studying with a sympathetic priest” 
and, as the bishop points out, it is the method of education 
advocated by most of the world’s great teachers of the past. 


10Trollope, M. N. Bishop, personal letter to author, Nov.. 1924. 


y? MODERN EDUCATION IN KOREA 
Oya YuoMa CA: 


Mr. P. L. Gillett came to: Korea to open work for the Y. M. 
C. A. in the latter part of 1901. After allowing a certain time 
for him to gain a working knowledge of the language, the 
association was formally organized on October 2sth, 1905. 
The American committee hea offered to match Korean sub- 
scriptions for the work, dollar for dollar, but so great was 
the native enthusiasm, and so alarmingly great the subscrip- 
tions, that the committee was forced to set a limit to the 
amount which it would give in this way. Mr. John \Wana- 
maker gave the first building, and, on learning of this giftirom 
across the seas, General In Taik Hyun, owner of the land 
on which the committee desired to build, refused to sell, but 
gave it to the Association. Mr. Frank Brockman arrived in 
1905, followed in 1906 by Mr. George Gregg, who came out 
to open an Industrial school (q. v.) and in 1907 Mr. Lloyd 
Snyder went to Korea for E aelit and general educational 
work with the “Y."! Except for one or two men who went 
out for short periods to do certain definite work, returning 
to America on its completion, no additions were made to the 
American staff of the Association for almost ten years. But 
in 1916 Mr. P. Y. Barnhart arrived for the work of the Junior 
Department and Athletics; in 1921 Mr. William Nash came 
to Korea especially for student work, and Mr. G. W. Avison 
and Mr. Shipp went out in 1924. 


The ‘educational work of the Y..M. GA. in’ Korea has 
naturally followed the type established by the association in 
other countries, being more informal than that of the usual 
school. However, from 1907 till 1917 a “Middle School” with 
a four year course formed a part of their Educational offer- 
ings. Besides the middle school, three grades of English 
classes, two grades of classes in Japanese, and Industrial 
classes were carried on in the Day-Schools. The Night 
Schools offered classes in English, Chinese, Japanese and 
Music as well as a very interesting Working Boys’ Night 
School. The present system has abandoned the middle school, 
but offers a three year course in English, four periods a day, 
six days a week; six departments of Industrial training, and 
since 1921 a so-called “preparatory school” aiding students 


lH. G. Underwood, “Christian Movement in Japanese Empire, 1914. 


ELEMENTARY AND SECONDARY EDUCATION 93 


whose preparation is deficient to enter Common, Higher Com- 
mon or College grade institutions. The night classes are 
much the same as formerly, except that German has been 
added. Bible classes are held in numbers of schools and 
centers as well as the classes in the building held every Sun- 
day and attended by over 2,000 men and boys. It is impos- 
sible to leave this brief mention of the very important, if in- 
formal work, of the ““Y” without mentioning the large part 
they have had in introducing athletics and guiding athletic 
development along clean and wholesome lines. The results 
in all branches of education are far greater than can be real- 
ized by the American reader to whom school ahtletics on a 
large scale have long been familiar.?2 


10. a. The Salvation Army. 


Direct education has a comparatively small part in the ac- 
tivities of the Army in Korea. Their work was begun in 
1909 and their most interesting educational effort is the “Bez- 
gar-Boys’ Industrial Home” which will be referred to in a 
later section. They also supervise a few elementary day 
schools (gight in 1915), an Industrial Home for Girls and an 
Officers’ Training Garrison. The latter, as its name implies, 
is for the training of their own workers and enrolls from 
twelve to twenty-five students or “cadets.” Their studies 
include Bible, Army Regulations, Arithmetic, First Aid, 
Geography, and what they call “General Information.” 
From an academic standpoint the schools would be classed 
by the government as “Sohtang” (q. v.) and the Officers’ 
Training School, while doubtless efficient for their own pur- 
poses is probably not up to the academic standard of a recog- 


7 


nized Common School. 


b. Seventh Day Adventist Mission. 


A small mission of twelve workers (exclusive of married 
ladies) of the Seventh Day Adventist Church has its head- 
quarters about three miles outside the East Gate of the city 
of Seoul with workers residing in two other centers. Their 

127 am indebted to Mr. D. W. Hyun, for many years a member 
of the Y. M. C. A. staff, and to Mr. Barnhart, for much of the above 
information. (Mr. Gillett was transferred to China in 1913, and Mr. 
Snyder left the Y. M. C. A. in 1914.) 

13Maj, Horne, Christian Movement in Japanese Empire, 1918. 


94 MODERN EDUCATION IN KOREA 


influence in “indirect education” is probably many times 
greater than in direct, for they maintain their own press and 
publish a newspaper and a large amount of literature. In 
direct schooling they have a few elementary schools and a 
“Higher Common”! school, in connection with which they 
advertise training in “Dairying, Horticulture, Sericulture, 
poultry and fruit raising with work in rope and bag-making 
in the winter.” All this while doubtless efficient, is on a 
very small scale and in a very informal way. 


11. General Educational Conditions and Summary. 


Before leaving the subject of the elementary and secondary 
education, carried on by or under the charge of the various 
missions, the reader’s attention must be called to the eco- 
nomic background which conditions all education in Korea; 
and must briefly note certain features and facts of educational 
costs, courses of study, teacher salaries, etc., which are com- 
mon to all schools. 

Obviously no adequate study of the relation of the eco- 
nomic condition to education is possible within the scope of 
this work. All we shall attempt to do is to call the reader's 
attention to certain significant facts which must be borne in 
mind in the consideration of educational problems. 

A glance at Figure 2 will remind the reader that approxi- 
mately 85% of the population is engaged in agriculture, and 
according to the government statistics for 1922, almost 359% 
of the cultivated land of the country is devoted to paddy fields 
and a part of what is classified as ‘‘dry-lands” is also given 
over to rice (dry-land rice). Thus a large area, and to a 
certain extent, the whole country suffers from the evils of 
“single crop production.” How great a factor in the general 
economic conditions this may be cannot be accurately esti- 
mated, but it is at least plain that either floods or drought at 
any period from the planting to the harvesting of an exacting 
crop may bring not only dire poverty, but actual famine con- 
ditions to a large proportion of the people. Such conditions 


14“Higher Common” is the term used in the report, but I under- 
stand it to merely imply a secondary school not a “recognized Higher 
Common School.” Information is from articles in “Christian Move- 
ment in the Japanese Empire.” 


ELEMENTARY AND SECONDARY EDUCATION, 95 


have actually arisen in widespread area of Korea in 1923, 
1924 and 1925, and are partly responsible for the marked falling 
off noticed in almost all the attendance curves. 

Taxes have been greatly increased, and coming in conjunc- 
tion with a series of bad years, have added to the difficulties 
of paying for an education which face the Korean farmer or 
business man. We are not in a position to judge of the legi- 
timacy of this increase, nor is this the place in which to enter 
into a discussion of the manner in which Japan has dis- 
charged her stewardship in Korea, the fact is mentioned mere- 
ly as one element in the general economic condition as it af- 
fects education. Probably the item most easily estimated by 
the reader and most significant as an economic index is that 
of the average wage for different trades. 

Government statistics give us the following table for 1922 
for Koreans in six cities.16 


Seoul Mokpo Fusan P’yang N, Wiju Chy’jin Ay. 


Yen 

Catpenters, 25 4 2.02 2.00 255 Zale 1.48 3.00 2.49 
Plasterers ase 2.62 Pas 3.00 E75 1,58 3.70 2.50 
Stonemasons. .......... 2.60 Las 3.00 2.07 1.60 3.50 2.58 
Dockers see eee Ves) 1.00 1.50) 1.40 Ae 1.50 Lol 
Barbers. ...... Pee 11) 1.10 1.40 1.50 1.50 1.70 1,38 
SOGES ie Mati 1.30 70 1.00 1.00 68 1.50 1.03 
DacdlenA yverenas4. 2351.80 1.65 2.07 1.64 1226; 2.48 

Average six trades for country 1.88 


It is probable that for the country as a whole the above 
“averages” are much too high, for farm labor is not paid much 
more than half or two-thirds of what “coolie” labor in the 
cities earns. While not attempting to interpret or evaluate 
these factors, the wage scale is inserted that the reader may 
more easily understand items of school costs, tuition, etc., in 
terms of daily-earnings. 


15The Gov. states that Korea was a drain on the Empire till 1919, 
and cites $67,000,000 spent for railways, roads, public works, etc. Mr. 
F. A. Dolph (“Jap. Stewardship of Korea”)! on the other hand, makes 
the statement that $38,000,000 in excess of the above amount’ has been 
taken out of Korea in excess taxes and increased national debt. The 
interested reader should study both the Gov. reports and Mr. Dolph’s 
work. 

16“Statistics for 1922,” Table No. 24, Government-General of Chosen. 


96 MODERN EDUCATION IN KOREA 


It should first be understood that the Korean boy or girl 
must pay for his schooling wherever he gets it. There are, 
of course, some “charity” pupils in the elementary schools, 
some scholarships in the mission secondary schools and some 
pupils who are helped by friends, but “free education,’ as we 
understand it in the United States, practically does not exist. 
The Government differentiates between “Government 
Schools” and “Public Schools,” but the difference is one of 
administration and control, the “Public Schools” being those 
supported by the provincial and county authorities and not 
public in the sense of_free of cost to the pupil. 

The costs to pupil or parent vary all the way from the ex- 
pense of “boarding the teacher round” in some of the old- 
fashioned “schools” to eighty sen or one yen per month in 
the better class of elementary schools. The fees in some of 
the poorer elementary schools, which are only a degree bet- 
ter than the “Sohtang”’ (old-fashioned school room), are some- 
times as low as thirty or forty sen (fifteen or twenty cents) 
per month, but sixty to eighty sen would probably be nearer 
the average. 

In the church and mission schools conditions vary so wide- 
ly, and so many are entirely under the charge of church 
alone that definite data as to the per-pupil cost of education 
is lacking. The cost is probably much lower than in the 
government common schools, partly through force of circum- 
stances and partly because in many cases self-sacrificing 
Korean men and women are teaching in these schools at sala- 
ries much lower than they could command elsewhere. ‘The 
writer was for some time principal of a recognized Common 
School, supported by three missions in Seoul and having an 
enrollment of about 400. It this case the per-pupil cost aver- 
aged in the neighborhood of Yen 18.00 per year. Govern- 
ment figures for 1923 give an average per-pupil cost for the 
common schools of all Korea of Yen 25 with a range of from 
Yen 32 for South Chungchun Province to Yen 21 for South 
Hamkyung." 

The mission school cited was a recognized common school 
fulfilling all the government requirements for schools of that 
grade, and, in addition, its location, in the capital where prices 

17 Reports of Schools in Chosen (in Japanese), pp. 25-28, Educa- 
tional Bureau, Government-General of Chosen, 1924, 


ELEMENTARY AND SECONDARY EDUCATION 97 


are high, doubtless raised its expenses much above the aver- 
age. Without more definite data an estimate of the average 
per-pupil-cost in the type of mission or church elementary 
school with which we have been dealing is little more than 
a guess. It is probable, however, that a “guess” of Yen 10 
per pupil would be too high rather than too low for the smaller 
self-supporting church schools; the mission supported schools 
being usually of a higher grade, the expenses would also be 
somewhat greater. 

Elementary school teachers’ salaries also vary in the same 
way from practically unpaid voluntary service up to possibly 
Yen 60 or even Yen 70 per month. In the school referred to 
above, the native head teacher, who carried the real burden 
of the principalship (the writer was little more than agent for 
the missions concerned) received Yen 55 per month, the other 
Salaries ranging on down to Yen 25 for one of the women 
teachers. In 1920 the Canadian Presbyterian Mission set the 
following maximum salaries which they would pay in their 
elementary and secondary schools: 


To College Graduates not more than Yen 60 per month 
To Academy Graduates (males) not more than Yen 40 per month 
To Academy Graduates (female) not more than Yen 25 per month 
To Other Women Teachers not more than Yen 20 per month 


The following year (1921) this was raised to Y%0, 45, 30, 
and 20, respectively.!8 Some missions and schools. of course, 
paid much more, but the above rates are a fair indication of 
what was paid in most of the mission elementary schools. 
(Academy graduates are usually employed in the elementary 
schools.) 


The curricula of all “schools” is fixed by the government 
and “can in no case be modified” without special permission. 
For the years preceding the New Ordinance of 1922. the course 
called for 26-27 hours per week in the elementary school and 
30-32 hours per week in the secondary, of which 10 hours per 
week in the elementary school and 7-8 hours per week in 
secondary were devoted to the study of the “national lan- 
guage” (Japanese). A greater degree of liberty was allowed 
to the old-fashioned school room or “Sohtang” in which or- 
iginally only the Chinese classics were studied, but which 


18 Min. 1921 Annual Meeting Korea Mission Presbyterian Church 
in Canada. 


98 MODERN EDUCATION IN KOREA 


has felt the influence of the times to the extent of adding 
one or all of such subjects as Japanese, arithmetic, vernacular, 
reading and writing, geography, etc. Many of the so-called 
schools of the churches appear to have been classified by the 
government as “sohtang’; though those carried on by the 
churches, naturally, more nearly approximate the modern 
school than the old classical class. One typical instance may 
suffice to illustrate this sort of institution. 


A small group of Christian farmers were distressed that 
their sons and daughters were growing up without any edu- 
cation. A: boy was found in the village who had had three 
years in a government common school. A subscription was 
raised and a blackboard, some chalk, several hundreds of 
sheets of old newspaper, a supply of India ink tablets, some 
brush pens, a map of Korea and Japan, a map of the world 
and a number of second-hand primers of both Japanese and 
the Korean vernacular were purchased as “equipment” and 
the little church building became a “school” six days in the 
week through the winter months, the village boy serving as 

“teacher” at a “salary” of about $2 per month, and the prom- 
ise of some free labor on his mother’s farm by the men of 
the village. The enrollment was about thirty, all of whom 
learned to read and write the vernacular, enough of the Chinese 
character to write their names and read signs, as well as a little 
arithmetic and some vague notions of geography. The police 
were at first inclined to close the school as unlicensed, but 
finally compromised on calling it a “Sohtang” and allowing it 
to continue for a time, though keeping a close watch on teacher 
and children for any “dangerous tendencies.’ The attitude 
of the local police at present, inspired by the changed tone of 
the Government General and of His Excellency the Governor 
General would probably be much more liberal, as are the laws 
and regulations concerning all private schools, from such 
primitive attempts as the above to the recognized Common 
Schools of the cities which are fully equal to the government 
institutions. 


The general system of Japan in education as well as in all 
lines of z activity is modeled closely on the German paternalistic 
plan, which the American is inclined to dub “interference.” 
The Korean, partly from different racial characteristics, and 
partly because it is Japanese, is irritated almost as much as 
the American by the miles of red tape which the petty official 


ELEMENTARY AND SECONDARY EDUCATION 99 


the world over, and the Japanese official in particular, “wears 
instead of flannels.” This difference of attitude toward rules 
and regulations has been one of the most fruitful causes of mis- 
understanding between Korean and Japanese, and by a rela- 
tively small amount of relief along these lines the new govern- 
ment has done as much to bring about better feeling as by 
some of the more important reforms. Because of this close 
regulation and supervision the account of the government cur- 
ricula and requirements in the sections on government educa- 
tion may be taken as those of all schools, with a greater or 
less approximation to the standards of equipment, buildings, 
qualified teachers, etc., a difference of quality rather than ot 
type. 

In the secondary schools the salaries of teachers and other 
items of budget and equipment are, of course, relatively higher 
than in the elementary, ranging from Y40 to Y150. Local con- 
ditions affect the cost of school maintenance very greatly both 
in the salary scale and in keeping the attendance at the point 
of maximum economy. Thus, while the Seoul] schools com- 
plain of keen competition with government and secular private 
schools for qualified teachers, with consequently higher sal- 
aries, the schools at outlying points state that good teachers do 
not like to bury themselves in the provinces and that they 
must, therefore, pay still higher rates to induce them io 
leave the capital or content themselves with a very mediocre 
staff, in which case they are able to get along on a much lower 
sum for salaries. Again, a school may be the only secondary 
school in a large district and have no trouble in keeping its 
classes as full as operating economy demands and teaching 
efficiency permits; or it may be so situated that for a period 
of years it is maintained With an enrollment which makes 
the per-pupil costs work out at an exorbitant rate. The 
Northern Presbyterian Girls’ School in Seoul has been 
entangled in such a vicious circle for some years. A single 
building is used for dormintory and recitations and the limited 
space will not allow sufficient students to be enrolled to bring 
the per-pupil cost to an economical basis. On the other hand, 
there are no funds for the building, though such an invest- 
ment would undoubtedly save the mission money in the end. 
The following figures are interesting in the wide variation 
shown and are as close to an estimate of the cost of mission- 
ary secondary education in Korea as it seems possible to get 


100 MODERN EDUCATION IN KOREA 


- Annual Cost Date Rank Devia- 


Enroll Budget per of tion 
School Mission Grades ment pupil Data 

Taught Yen Yen Yen 
Kongju Boys (N.M.) 7-11 44 7500 170.45 1922 1 104.83 
Syenchun Boys (N.P.) 7-11 100 15564 155.64 1923 2 90.02 
Taiku Boys CNP eo 7 sh 120° 16833" 140.27" 31923 6943)" 73-65 
Seoul Girls CN eee 130 14905 114.65 1923 4 49.03 
Songdo Boys (S.M.) 7-11 682 46000 67.44 1923 5 1.82 
Taiku Girls CN. E) P 140 2 bol ee 4 Oddo LO Za 220 
Seoul Boys (N.P.) 7-11 2ZU-AEL SOS re. J 2k LO 2 Soe ae 2.90 
Paichai Boys (N.M.) 7-11 LOSOMOOO00MNS/ 1a O24 8.42 
Masan Boys CAPE Fae7/a10 200 11000 55.00 1922 9 10.62 
Chunju> Boys") (SP) 32253 205 10640 51.90 1924 10 13.72 


Kwangju Boys (S,P.) 1-9 PAY SKQESOY Slay eh ih eh ay 
Pyengyan Boys (N.P.) 7-11 875 44698 51.08 1923 12 14.54 
Syenchun Girls (N. P.) ? 100 .4734 47.34 1923 13 18.28 
P’yang Girls CNY Poe 7a i) 229 9845 “43.754 1923" 14 = 21,87 
Chunju Girls CSAs) eels 

& 7-8 1775 * 47488 42.30" 19245 See a7 
Soonchun Boys (S, P.) 1-8 172 6300 36.84 1924 16 28.78 
Kunsan Boys GSae) 1-9 211. «/060:-- 33,46. 21924. 17 ede 
Kwangju Girls (S. P.) 1-9 OSS "57135 (28.707 11924 eee ee 
Mokpo Girls Sete) dey) 199 572350 22-7 Oe 1 O24 One eG 
Mokpo Boys (Se PA) ie elO 501 8245 16.45 1924 20 49.17 


Averages 282 10834 65.62 
Av. Dev. 31.97 
BR a A Ne cs Dl tet te ee i 


The writer is perfectly aware that the above data may not 
legitimately be used in making comparisons favorable or 
otherwise between these schools since the figures are for 
three different years, and in the case of the Southern Presby- 
terian and Australian schools, the cost is for elementary as 
well as secondary pupils. - Cost figures other than these are 
not available at present, and the ee (for it is hardly a com- 
parative table) is included for what it may be worth. The 
average and average deviation is given to draw attention to 
the range in expense for schools which are supposedly doing 
about the same grade of work. A questionnaire circulated 
among ten of the missionary secondary schools for boys by 
Mr. R. C. Coen in 1922 is also given in the appendix as pro- 
viding a large amount of valuable information on these 
schools. 


EDUCATION 101 


AND SECONDARY 


ELEMENTARY 


= 


oe 
ty 
ae 
WA 
46838) 
eeaks 
HH 


FH 


= 


HEE 


“A 
Seuneee 


i 


= 
zee 
rH 


irre 


"lementary Teachers and Schools,Six Mission 


tH 
PH 


EH 
CH 


HHH 


tit 
ase 


Ha 


HH 
sauene 


Fige19 
Bed 
a 


102 MODERN EDUCATION IN KOREA 


While we have already given tables of statistics on the 
work of each of the larger Protestant missions it seems best 
to glance at the work as a whole before leaving the subject 
of missionary elementary and secondary education. The fol- 
lowing tables show the totals for each year from 1913 to 
1923 for both secondary and elementary education and graphs 
(Fig. 19-22) similar to those illustrating the work of the 
individual missions are given to show work of the Christian 
elementary’ and secondary education as a whole for this 
period. 

The discrepancy between these figures and the government 
reports as to private schools, which will be noted when the 
statistics published by the government are considered in an- 
other section, is probably due to differences of classification, 
a number of the poorer type of church schools being reckoned 
by the government among the “Sohtang” as in the case of 
the little school cited as an illustration. 

The missions and their representatives introduced modern 
schools and modern education into Korea, Mr. Appenzeller, 
Mrs. Schranton and Dr. Underwood founding the first schools 
in 1886, the two Methodist schools within a year 
of the coming of the first missionaries and the Presbyterian 
school about a year and a half after the arrival of Dr, Under- 
wood. These schools were of necessity confined to elementary 


Elementary Education (Six Missions) 


No. of No. of Pupils 

Schools Teachers Boys Girls Total 
pe ee ee 

1913 715 1143 13483 5209 18692 

1914 714 1191 15634 6886 22520 

1915 724 1080 15138 7533 22671 

1916 720 1070 16285 7875 24160 

1917 707 1082 15729 8239 23968 

1918 690 1198 17656 8465 26121 

1919 577 991 14085 7027 21112 

1920 603 1012 16305 8095 24400 

1921 808 1404 27626 12997 40623 

1922 1129 1940 43618 18409 62027 

1923 920 1870 39044 18973 58017 
Saree oe ee 

Average 755 1272 21327 9973 31301 


Median 715 1143 16285 8095 24160 


ELEMENTARY AND SECONDARY EDUCATION 103 


Fig.20 Elementary School Enrollment,Boys & Girls,Six ‘issionss 


’ ' 17 ‘TR 39 196 + Yoo + 
Ree OS Se RSE SORE ke FESR SSSR EE SESREeeeEeeEe 


MODERN EDUCATION IN KOREA 


104 


Secondary Schools and Teachers,Six lissione 


ELEMENTARY AND SECONDARY EDUCATION 105 


Secondary Education (Six Missions) 


No. of No. of Pupils 
Schools Teachers Boys Ginlseee ue Lora 
1913 33 186 1982 1710 3692 
1914 32 186 1728 981 2709 
1915 26 191 1687 1164 2851 
1916 35 252 1799 1345 3144 
1917 31 eee 2115 1852 3967 
1918 33 268 2381 1255 3636 
1919 aa 206 2032 532 2564 
1920 39 254 2523 1443 3966 
1921 36 274 4192 1966 6158 
1922 50 302 5954 1629 7583 
1923 54 372 6060 1756 7816 
Average 35 246 2950 1421 4371 
Median Oo 252 2115 1443 3692 


Sa SE eee 


instruction for some years, but by the end of the last century, 
and the beginning of the present, secondary education was 
started for boys and for girls in the two large missionary 
centers of that day, Seoul and Pyengyang. In 1915, thirty 
years after the missionaries landed, we find 724 elementary 
schools under their direction and supervision, largely sup- 
ported by the Christian constituency which had been built up 
irom nothing in that time. We find these schools to enroll, 
not only over 15,000 boys, but, more astonishing to one ac- 
quainted with the old Korea, some 7,500 girls, and we see 
that from somewhere, in some way, over 1,000 teachers had 
been produced. Many of these schools and teachers were of 
a very low scholastic grade, but they existed, and as in the 
little school cited, were teaching boys and girls, at least, the 
three “R’s” and the elements of the education needed to meet 
the conditions of New Korea. 


More closely under the support of the missions we find 
twenty-six schools giving secondary education with 1,687 boys 
and over 1,100 girls fitting themselves first to help on the 
training of their brothers and sisters, and eventually to take 
over the task themselves. By 1923, the last year for which 
we have complete statistics, these figures have grown till we 
see 98,000 in the elementary and 7,800 in the secondary schools. 
These are the facts, and whatever criticisms we may be in- 


106 MODERN EDUCATION IN KOREA 


clined to.make on either policy or practice we are forced to 
admit that an astonishing feat has been accomplished. 

Four main criticisms may be made of the educational work 
of the missions, first that the elementary schools, in one 
sense, at least, foundational, have been neglected and, as we 
have stated it, “left to sink or swim as best they might.” 
Second, that a greater number of secondary schools have 
been established than it is practical for the missions to main- 
tain, and therefore, that in equipment and standards many 
are below par, or at least much below the ideal; third, that 
academic education has been over-emphasized, the industrial, 
agricultural and technical sides being almost entirely un- 
touched. Fourth, that the men and women engaged in the 
work have failed to keep up with their profession and with 
the modern developments in education. 

It would be difficult to deny, in toto, the truth of any of 
these statements, and to most of them «the only defense which 
can be advanced is that the path has not been one of choice 
but of necessity. As to the charge of neglecting elementary 
education, two factors have entered into the case. The mis- 
sionary enterprise does not aim at the building up of an 
entire national system of education in any land, and the 
bodies and individuals supporting missionary work do not 
feel themselves responsible for the secular education of the 
entire youth of a country. The aim is rather to train leaders 
both for the church and for the people as a whole, and “to 
provide certain social institutions to serve as samples of the 
fruits of developed Christianity.”'" In addition to the 
force of this fundamental policy, the missionaries very early 
felt the truth that Christianity and the resultants of Christi- 
anity would remain alien to the people unless they, themselves, 
undertook the burden of its support and the responsibility of 
its control. This policy of self-support has been carried further 
by some missions than by others, but its value has been felt 
by all. Thus, from a very early date, the natives have been 
encouraged to build their own churches, pay their own pas- 
tors and in every way support their own work, and in addi- 
tion, so far as they are able to aid in the further spread of 
the church. The policy has not only tended to discourage ad- 
herence to Christianity for material profit, but has built 


19 Avison, Dr. O. R. “Can it be done’ Korea Mission Field, Jan. 1924. 


ELEMENTARY AND SECONDARY EDUCATION 10% 


Fige22 Secondary School Enrolleant,Boys % Girls,Six Missions 
10000 $ Mu 


a 
9000 fo 


8000 FI 


7000 77 


6000 


5000 


4000 


8000 


1600 
a 


108 MODERN EDUCATION IN KOREA 


up a strong church with a conception of Christianity as their 
own, and not as an alien organization. The splendid results 
in the evangelistic work naturally encouraged its extension 
to the educational; and for the policy as a whole, in both 
education and evangelism, the writer has, not criticism, but 
whole-hearted endorsement. None-the-less, the term, ‘‘fetich,’ 
was used advisedly in reference to it, as of something to 
which an irrational and blind adherence and almost reverence 
has been attached. To have departed from it to the extent 
of financially supporting a number of high grade elementary 
schools in strategically determined centers would not have 
militated against the effectiveness of the principle, but would 
have provided not only “the sample institutions” quoted as 
part of the missionary aim, and have strengthened the educa- 
tional structure as a whole, whereas at present it appears 
to some to be top-heavy. 


Some missions have done this very thing, and in the writer’s 
opinion, their whole work is strengthened by it. But in the 
main the feeling that secular education for the nation is not 
a missionary aim, the idea of self- support in an extreme form, 
and the crying need for the secondary training of teachers and 
preachers in conjunction with the desperate lack of funds 
has led the missions to support and anaes the secondary 
rather than the elementary schools. 

In the establishment of the academies or high schools we 
must bear in mind that the twenty-five or so schools which 
are actually supported by the missions are not over many 
for a Christian constituency of between 300,000 and 400,000, 
and if the founders were over-optimistic as to the support 
which they would receive from the churches which maintain the 
work criticisms should be more for those who do not supply 
the funds and less for those who saw too wide a vision or 
dreamed too great a dream. To-day, faced by what appear 
to be the facts, we have noted that the Southern Methodists 
have one school for boys and three for girls; that the Aus- 
tralians plan to maintain two, one for boys and one for girls; 
that the Northern Methodists, while maintaining nominally 
eight are concentrating their funds on four; the Northern 
Presbyterians still supporting eight for the benefit of their 
large and widely scattered constituency. 


In the failure in industrial education, again we fall back 


ELEMENTARY AND SECONDARY EDUCATION 109 


on the plea of necessity, both financial and due to the press- 
ing demands for teachers and leaders with an academic edu- 
cation. In addition to this many schools hoped to accomplish 
this aim in connection with the “self-help” work in the schools 
and dreamed the old dream of killing two birds with one stone. 
It is a question whether they have come any nearer success 
than is usual with such an attempt, though many thousands 
of boys and girls have been helped through school, and some 
have received a modicum of trade training. A few typical 
examples in mission schools will be given in the next section, 
and the reader may judge of the amount of emphasis laid 
on this phase of education. 


Lastly, we have the accusation against the professional spirit 
and life of the missionary educators. Its truth we admit only 
in part and for that part a number of reasons, or .at least, 
excuses may be advanced. As to the facts, it is true that a 
number have not had the advantages of professional training, 
though all are college graduates. It is also true that not 
many of the professional periodicals or much of the 
modern educational literature is to be found in the homes 
of the school-men and women in Korea. Again, it is true 
that there is only a more or less sommnolent Educational 
Association, and that the possibilities of organization for mu- 
tual help have been somewhat neglected. 

As to our excuses, for it must be understood that in all 
of these offenses the writer is equally guilty with his fellow- 
workers, they lie largely in the circumstances of the mission- 
atye lite. The usual-term of service js six>or seven years, 
which in itself is a barrier to professional study, in the present 
condition of the “commuting” service between Korea and 
institutions offering such training. On the other hand, the 
writer does not know of a single educational worker in recent 
years who has not spent a part or all of his furlough in the 
attempt to remedy this condition. The missionary salary is 
not large enough to permit indulgence in any number of 
periodicals or an extensive library, and the workers are so 
scattered that the sharing of the burden through reading 
circles and book clubs is not easy. There are no public 
libraries and such literature as has been secured by one in- 
dividual or another has in most cases been read and re-read 
many times. It would be to the immense advantage of the 


110 MODERN EDUCATION IN KOREA 


educational work as a whole if one or two small but well 
selected collections could be established and kept up by the 
mission boards concerned. An expenditure of $100 per year 
in such a work would bring large returns. 

The failure in organization for mutual help is partially due 
to the scattered localities in which the work is carried on 
and partly to the number and variety of tasks which the paucity 
of workers demands that each “educator” undertake. The 
principal of the Presbyterian Boys’ School in Seoul is also in 
charge of a city church, eight or ten small country groups or 
churches, director of the Language School for Missionaries, is 
on the editorial boards of both the mission and native periodi- 
cals, is a director of two or three union institutions and serves 
on a number of mission and church committees as well as 
being engaged in a certain amount of literary work in the 
desperate attempt of all concerned to provide religious, pro- 
fessional and general literature for the Korean people. The 
time left for professional study and discussion is not great 
and the case is typical rather than exceptional. However, 
there is an attempt to awaken to life the Educational Asso- 
ciation, and valuable meetings have been held at which papers 
have been read and discussed. The “Korea Mission Field,” 
a monthly magazine to which frequent reference has been 
made in the bibliography of the present study, serves in part, 
at least, as a medium for the publication of such papers and 
discussions. 

Minor criticisms might be made at great length, as of al- 
most every phase of human effort, but the above is a presenta- 
tion of the most serious and usual, with the defense, adequate 
or not, according to the reader’s point of view. It is inserted 
here because of the fact that so large a part of) the missionary 
effort in the past has been concerned with the elementary and 
secondary schooling. The following sections will deal with 
what little of so-called industrial training as has been done, 
with the development of higher education, and with a group 
of miscellaneous institutions of an educational character, es- 
tablished or conducted by the missions. 


INDUSTRIAL EDUCATION 111 


Cd Dat Sed BM Se AN) 


D, INDUSTRIAL EDUCATION. 


The general term industrial education in Korea, as in other 
places, covers a variety of forms of educational effort, which 
a more careful terminology would differentiate, according to 
alms or methods. Practically all of the work now reported as 
industrial training, or as industrial departments of missionary 
schools traces its origin to the attempt to give financial aid 
to pupils by using their leisure time for remunerative labor, 
rather than to any attempt to give real industrial training 
which may function in later life. The so-called industrial 
departments vary all the way from the principal’s wife using 
one or more students to watch the baby and peel potatoes to 
such ventures as the Textile Department of the Songdo Higher 
School, which is a large industrial and commercial concern. 

The first attempt along this line is connected with the first 
boys’ school, Pai Chai, of the Methodist Mission. In order 
to help students earn their expenses in school as well as to 
fill other needs, the Methodist Episcopal Publishing House! 
was founded by Mr. Ohlinger of the Methodist mission in 
1889. Some years later Mrs. 3ishop in describing the school 
says: 

“There is a flourishing industrial department, which in- 
cludes a trilingual press and a bookbinding establishment, 
both of which have full employment.” 2 


The department was comparatively successful, but gradually 
the publishing business outgrew the industrial training, and 
still later the rise of other publishing companies and changing 
conditions made it best to close the business out altogether. 
Apparently the English Church Mission made a similar at- 
tempt, for we noted in our account of their work that a Mis- 


sion printing press was worked as a department of the boys’ 
school. 


1 Underwood, H. G, “The Call of Korea” Dili 
* Bishop, “Korea and Her Neighbors” p. 389. 


112 MODERN EDUCATION IN KOREA 


The difficulties of (a) making work, (b) paying untrained 
labor, i. e. school boys, enough to assist them and at the same 
time competing with the product of skilled labor, and (c) of 
eiving any trade or industrial training at the same time have 
proved too much for a number of schools, so that some now 
have no such departments, while others have made it frankly 
a trade school, eliminating altogether the student-help feature. 


It will be impossible for us to describe all the departments 
giving industrial training of one sort of another in the various 
schools of Korea. We have, therefore, selected a number 
which seem to be more or less typical of the sort of work 
which is done in most of the mission secondary schools and 
in some of the elementary departments. 


1. Anna Davis Industrial Department Pyengyang. 


After the printing establishment started by Mr. Ohlinger 
as a means to student-help at Pai Chai, one of the first in- 
dustrial departments was that in connection with the Presby- 
terian school in Pyengyang. We have said that the academy 
proper was not begun till 1900, but Dr. Baird tells us that: 


“In 1898 a gift of fifty dollars was received from a 
fellow missionary for the help of worthy pupils. This 
was used in the purchase of fields, and proved to be the 
beginning of the self-help department, which has since 
proved such an important adjunct of our work. Every 
year a considerable number of pupils have been given the 
opportunity to work in this department. They work the 
half of each day, for which they receive a small wage suf- 
ficient to cover their board. The work done in this de- 
partment in the earlier years consisted of printing, work 
in the school fields, making straw rope and shoes, work- 
ing in gardens and on the roads, janitor work, secretarial 
work for the missions, map-drawing, bookbinding, hat- 
making, making of musical, botanical and astronomical 
charts, teaching in primary school, night schools, and in 
the School for the Blind.” 3 


$ Quarto-Centennial Papers, Korea Mission Presbyterian Church, 


Dor7o- 


INDUSTRIAL EDUCATION 


ANNA DAVIS INDUSTRIAL DEPT., PYENGYANG, 
J. D. WELLS INDUSTRIAL DEPT., SEOUL. 


114 MODERN EDUCATION IN KOREA 


Dr. Baird goes on to tell of the financial difficulties, of debts 
incurred and only met through unexpected contributions from 
friends, eto, etc., in a vein familiar to all who have tried to 
make ends meet in such a work as this. Within a few years 
the institution was placed in a position to more nearly approx- 
imate industrial training for Dr. Baird tells us that: 


“Mr. Samuel Davis of Rock Island, Illinois, contributed 
the sum of five thousand dollars to be used for the erec- 
tion of shops to be known as the Anna Davis Memorial 
Shops, and for otherwise developing this department. 
This has made it possible to teach such trades as car- 
pentering and blacksmithing, with the result that students 
have not only been afforded a support, but a very good 
class of work has been turned out. Late in the year 1907 
Mr. MeMurtrie, a skilled mechanic sent out by the gen- 
erous giver mentioned above, arrived on the field. We 
cannot overestimate the importance of this department 
in its influence upon the character of the school and upon 
the character of the Korean church in this section.” 4 


The department still continues to function, though with the 
great increase in the size of the school a much smaller propor- 
tion of the students can be assisted. In addition, with the 
present Japanese system of education, with a schedule of 
classroom work calling for from thirty-two to thirty-four hours 
a week, it is increasingly difficult to arrange the hours of 
“outside work,” and increasingly difficult fen students to do 
both without Heriment to their health. 


2. John D. Wells Industrial Department. 


Quite early in the history, of the school in Seoul, similar 
needs brought about the establishment of a similar self- help 
dep artment. Dr. Underwood, who was largely instrumental 
in starting this work, had also very clearly in mind the idea 
of trade or industrial training for those students who might 
work in the department. It was at first housed in some 
sheds near the school, and work in weaving, machine-knitting, 
dyeing, basket- making and native embroidery was taught dur- 
ing an apprentice period, and employment was then given on 


4 Thid,Wo.17 55 


7 . oe 


INDUSTRIAL EDUCATION 115 


a piece-work basis. In 1912, while Dr. Underwood was in 
America, he secured a gift for the purchase of land, the erec- 
tion of a building and the purchase of four American power 
looms. The writer was placed in charge and lacking other 
“talent,” acted as architect and drew the plans for the present 
building, which was erected at a cost of about three thousand 
five hundred dollars, land adjacent to the John D. Wells 
school having been purchased for about twelve hun- 
dred dollars. For a number of years work was carried on and 
a large number of students given the means for securing an 
education as well as some training in the branches taught. 
Uhe inexperience and lack of training of the missionary in 
charge, together with the inherent difficulties, combined to 
make it a financial failure and not fully satisfactory as either 
student-help or trade instruction. It was later made a separate 
institution, The John D. Wells Trade School, and, in co- 
operation with a native tailoring establishment, weaving, 
machine-knitting, dyeing, cutting and machine sewing were 
taught, and a certificate of proficiency given at the end of a 
six-months’ training period. The students were also taught 
the use of the abacus (adding-machine), simple arithmetic, 
Chinese, and elementary bookkeeping. Chapel exercises and 
voluntary Bible classes, which were well attended, were also 
held each day. Within the last year it has been found neces- 
sary to temporarily close this work also, but it is hoped that 
with added experience and a competent man in charge a trade 
school may be again opened under this name. 


5. Mary Helm Industrial Department of the Holston Institute. 


This was originally started as a separate school, and its 
union with the Holston (Institute in 1918 has been mentioned 
in the section on the work of the Southern Methodist, Church. 
It is for Korea, a unique institution, in that it was started for 
the benefit of married women and young widows, and was 
for a long time the only school which offered them training 
in household arts, in combination with elementary academic 
education. Since its union with the Holston Institute it has 
a three years’ course in which there is a gradually increasing 
amount of industrial work and a correspondingly decreasing 
amount of academic study. The students are, in the main, 
boarding pupils, and in 1919 the enrollment was about thirty. 


116 MODERN EDUCATION IN KOREA 


It is filling a long felt need in giving the elements of education 
to these young women who, married at ages varying from 
twelve to sixteen, have never before had an opportunity to 
learn even reading and writing in the native script. The fol- 
lowing list of subjects taught will perhaps give a better idea 
of the course than might be gathered from a longer descrip- 
tion: Korean, Chinese, Japanese, reading and writing, arith- 
metic, drawing, ethics, singing, household economy, embroid- 


ery, flower-making, sewing, crocheting, knitting, washing, 
ironing, dyeing, physical culture and Bible Study.®° The 


Women’s Evangelistic Centers to which reference will be 
made in a later section are beginning to offer a somewhat 
similar course to women of this class, but up to the present 
this institution has been the only one to do so, and may be 
said to have more the objective of vocational training than 
many of the self-help departments of other schools. 


4. Lace-Making at Kwang-ju. 


An example of successful self-help work as contrasted with 
the vocational objective of the Mary Helm, is the lace-making 
in the girls’ school at Kwang-ju. This is largely the work of 
Mrs. M. L. Swineheart of that station in the Southern Presby- 
terian Mission. Mrs. Swineheart began the work, took two 
Korean girls to Chefoo, China, in 1920, and entered them in 
the lace school of James McMillan & Company. They were well 
instructed in the art of torchon lace-making and, to the great 
encouragement of the promoters of the enterprise, their skill 
proved to be equal to that of their instructors. After five 
months of instruction they came back to Korea, and during 
the summer taught five Korean girls how to make lace, and 
when the fall term of the school opened they had a class of 
twenty. New patterns have been introduced from time to 
time and methods toward more efficient work and reduced 
cost. For instance, the patterns used by the Chinese are 
pricked upon heavy paper, but the Kwang-ju school has per- 
fected a method in which the pattern is traced upon Zinc, 
perforated, then bent and soldered into a ring so that the 
patterns are both absolutely correct and_ indestructible. 
There are now about forty girls in the dormitory who are 
making two-thirds of their actual expenses this way, and about 


5 Coen, R. C. “The Schools of Songdo” K. M, F. August, 1920 


INDUSTRIAL EDUCATION 11% 


fifteen day pupils who are helped to earn their tuition by lace- 
making, and a branch of the work has been opened in the 
girls’ school at Soonchun. 


The product has been marketed in America through the 
agency of a friend in Virginia. So successful has she been that 
it has been possible to extend the lace-making as a home in- 
dustry for women in and near Kwang-ju and quite a number 
of such women are now helping in the support of their fami- 
lies through this work. The school is, however, cited as an 
example of successful self-help, rather than industrial train- 
ing, because of the fact that the lace is a product which must 
be marketed in the Occident, and unless commercial concerns 
take it up as a business venture, the graduate has no means of 
cashing in on the time and effort invested, in learning to make 
the lace, as it has no sale among Orientals. The original 
objective of the work was just this self-help feature, and 
irom this point of view it hag been, and is, a highly successful 
work, made so, as usual, through the energy and ability of 
the individual in charge. 


5. Textile Department of the Bone oo Higher Common 
School. 


This is probably the most successful experiment of the kind 
in Korea, if not in the Far East. Like most other departments 
of this sort it had its origin in the attempt to help students 
help themselves, but has come to a place where it very nearly, 
if not entirely, fulfills the ideals both of this work and of in- 
dustrial training. 

Mr. C. H. Deal who had had practical experience in the 
textile industry in America went to Korea in 1915, and since 
that time the development of the work has been largely under 
his care and due to his ability. As far back as 1919 their sales, 
through all parts of the Far East totalled over $20,000 per 
year. The new plant which was finished about 1919 is 
equipped with a winding machine on the upper floor and 
twenty power looms on the main floor, all electrically operated, 
and the department is now said to be the leading textile fac- 
tory of the country. The students spend half of. each day in 
the textile department and half in the academic department 
of the Songdo Higher Common School, two five-hour shifts 
being used so as to keep the plant continuously in operation. 


118 MODERN EDUCATION IN KOREA 


The work has recently been put on a profit-sharing basis, 
which is expected to give better returns in every way than 
the former wage basis. As a combination of trade instruction, 
model industry and student self-help, it is in the writer's 
opinion the one outstandingly successful institution of the 
country. However, even this school is now in financial 
difficulties. 


6. The Y. M. C. A. Industrial School. 


The Y. M. C. A. Industrial School in Seoul is really the 
only missionary school in the country having the single objec- 
tive of industrial or trade training without the entangling 
features of student help. The director, Mr. George Gregg, 
went to Korea for this work in 1906 and has been with it 
through many difficult periods, and its graduates owe to him 
not only their training but their industrial and spiritual in- 
spiration. It is now housed in a large three-story building, 
an annex to the main building of the Y. M. C. A. in the center 
of the city. After experimenting with different trades it now 
offers courses in printing, cabinet-making, wicker-work, ma- 
chine shop work, photography and soap and candle making. 
Its shops are well equipped and Mr. Gregg has built up a 
competent staff of native instructors and workmen who aid 
him in making the department function in the modern world, 
which is more and more rapidly invading old Korea. Students 
and teachers gather each morning before beginning work for 
a short chapel service, and every effort is made to keep spirit- 
ual values before the students. Its graduates are to be found 
in the bicycle and automobile repair shops, printing offices, 
photographers’ studios, and other modern industries, which 
are now springing up throughout the country. It is probable 
that only the necessity of giving academic training to the 
desperately needed teachers and preachers-to-be has prevented 
other missions from doing a similar type of work, but it is 
a question whether the neglect of this form of training does 
not constitute a grave error in mission policy and a failure 
of missionary function. 


6 Coen, R, C. “The Schools of Songdo” K. M. F. August, 1920, 
Journal of the Korea Annual Conference M. E. S., 1923, p. 98. 


INDUSTRIAL EDUCATION 119 


7. Benedictine Mission. 


The establishment of an industrial school by the German 
Benedictines has been referred, to in the brief sketch of 
kkoman Catholic work. They were for some years located in 
large and substantial brick buildings in the northeastern part 
of the city of Seoul, but have since moved their work to 
Wonsan, where the German bishop now has his seat. Ma- 
chine shop work and carpentry with an emphasis on furniture- 
making seem to be the main lines of trade instruction. The 
training is very thorough, the students being taught even to 
make their own tools, and emphasis being laid on careful and 
workmanlike procedure, which is too likely to be neglected 
by the Oriental. The original plan appears to have contem- 
plated a secondary schooling in conjunction with the industrial 
work, but this seems to have been abandoned, although it is 
reported that such a plan may yet be carried into effect in 
the new school in Wonsan. 

We have left unmentioned the work of many schools, in 
some cases very successful. The agricultural and industrial 
work in connection with the Presbyterian Boys’ School in 
Syenchun ; the brick-making of the boys’ school at Taiku; the 
embroidery and sewing, crocheting and knitting of the Girls’ 
schools in Syenchun, Pyengyang, Seoul and other missionary 
centers have all been left untouched. There are agricultural 
and industrial departments proposed in connection with both 
the Chosen Christian College in Seoul and the Union Christian 
College of Pyengyang. These are as yet, however, either 
entirely on paper or in their infancy, and have, moreover, a 
function radically different from that of the industrial training 
or trade school work which is supposed to form one of the 
objectives of the departments with which we have dealt. The 
government has founded a few elementary and higher in- 
dustrial and technical schools which will be described in the 
section on government education, but to date, the missions 
have failed to do more along this line than has been indicated 
in the description of these schools and departments. 


120 MODERN EDUCATION IN KOREA 


CO EDAGE. IGE Taide 


E. HIGHER EDUCATION. 


We have briefly described the Royal “College,” Pai Chai 
“College” and the hopes for a medical “college,” which were 
based on the little class of assistants in the hospital. None 
of these has a place in the description of Higher Education 
aside from its historic interest, or as evidence of the vision 
of the men and women in the early days of the work. While 
we shall include theological schools under this general heading 
we shall first take up other branches because the early the- 
ological training of the missions was not, and only recently 
has become, “higher” in the accepted sense of being based 
on both elementary and secondary schooling. 

It is a more or less debatable question as to whether higher 
academic or medical education has the honor of seniority 
in Korea. It is, of course, of little practical moment which 
was first, but the earliest record which the writer has found 
dealing with “college” work or leading to it is a minute of 
N. Presbyterian mission, which reads: 


“Recommend the formation of all practicing male physi- 
cians of the mission into a board to control the issue of 
certificates of profictency to student assistants, to draw 
up regulations, prescribe a course of study, conduct ex- 
aminations and certify to the attainments of student as- 
sistants.” ! 


This was in 1903 and on the basis of this evidence of 
priority we shall first take up the development of Medical 
Education. 


1. Severance Medical College. 


The early efforts of the doctors already described seem to 
have come to nothing, but Dr. O. R. Avison, very soon after 


1 Min. of Annual Meeting Korea Mission Presbyterian Church, 1903. 


HIGHER EDUCATION ks 


his arrival in 1893, took one of the first steps toward medical 
education in the translation of books which might be used 
as texts. The history of his work on Gray’s Anatomy, the 
hours of arduous labor and the fire which destroyed all the 
work when it was practically finished, necessitating that the 
whole weary way be travelled again, cannot be told here. 
Even if there were space, the verbal repetition of the facts in 
such cases leaves out the heart and spirit of the story. «Dr. 
Avison and other doctors had also been training one or two 
of the more promising of their assistants, 

There was at that time strong opposition by some mission- 
aries to a real medical college. It was feared that it would 
detract from the evangelistic work, that it would be a begin- 
ning of the evils of institutionalism, etc., etc., and the minute 
quoted above was really intended to provide a means by 
which the much and obviously needed medical training could 
be given without the dreaded “medical college.” In 1905 we 
read from the Medical Com. Report of the annual meeting of 
the Presbyterian Mission: 


“Section 8. That in accord with the instructions of 
the mission two years ago Dr. Avison has prepared cur- 
ricula for a seven-year course in medicine and three years 
in pharmacy. Recommend that copies be placed in the 
hands of each doctor in the mission with a view to acting 
on them next year. Section 9. Recommend that the 
request of the doctors in charge of Severance Hospital to 
make use of and teach a class of twelve student assistants 
be approved.” 2 


In 1908 the first class was graduated from the Severance 
Medical College. For some years the work was carried by 
the few doctors of the Presbyterian mission in Severance Hos- 
pital alone. Then in 1912 both the. Northern and Southern 
Methodist Missions decided to join in the work, and each sent 
a doctor to join the teaching staff. The English Church mis- 
sion also co-operated to the extent of arranging to have the 
physician in charge of their hospital at Chemulpo come to the 
school from time to time to lecture. The Southern Presby- 


2 Min. Ann. Meet. Korea Mission, Pres. Church, 1905, Rep. of Med. 
Com. Sections 8 and 9. 


122 MODERN EDUCATION IN KOREA 


O} RR: AVISON; Ma Ds) Go My MAD: (Hon. Causa): DLs Di 
President of 
Severance Union Medical College 


and 
Chosen Christian College 
Arrived Korea 1893 


HIGHER EDUCATION 123 


terian Mission soon after contributed the services of Dr. K. S. 
Oh, a brilliant young Korean doctor, educated in America. 
Later the Canadian Presbyterian and Australian Missions also 
joined in the work. The new medical college building was 
opened in 1912; in 1917 official permission was received for 
the school as a “Senmon Gakko”’ or college under the govern- 
ment system and for its incorporation as such, and in 1923 
came the full recognition of the school as the equal of the 
government college and the consequent exemption of. its 
graduates from government examinations. 


Today the institution has made itself so necessary to the 
mission work as a whole, both as hospital and medical college 
that opposition to it has long since ceased, and so great is 
the influence of success that its most violent opponents of 
days gone by now assure Dr. Avison that they “always sup- 
ported and aided” him in the struggle for its establishment. 


Including the class of six graduated in the spring of 1924, 
one hundred and twenty-four young men have gone out from 
the school, of whom twenty are serving in mission hospitals, 
sixty-eight are in private practice in Korea, while others are 
in government employ, and still others are engaged in post- 
graduate study either in Japan or America. The faculty at 
the beginning of the 1924-25 school year was composed of 
six Korean, five Japanese and twelve foreign professors and 
nine Korean assistants. The enrollment of sixty-two for the 
spring term, is as great as the present limited facilities per- 
mit.2 Dr. O. R. Avison, the founder of the college, to whose 
vision, faith and unquenchable energy its development is due, 
has been relieved of the direct administrative work of the 
school and has devoted his attention to the negotiations with 
the government, relations with native bodies and promotional 
work in Korea, in the United States and in Canada. The Vice- 
President, Dr. J. D. Van Bushkirk has taken over the burden 
of administration, assisted by Dr. K. S. Oh. the able and 
devoted Dean of the school. 

Carrying on the work of their father, Mrs. F. F. Prentiss 
and her brother, Mr. J. L. Severance, of Cleveland, Ohio, have 
recently given $100,000 for a new hospital building and a 
pledge of $10,000 per year for five years for the expenses of 


3 Severance Union Medical College, Annual Reports, 1922-’23, ’23-24. 


124 MODERN EDUCATION IN KOREA 


MEDICAL EDUCATION 
Severance Union Medical College and Ilospital 
Severance Union Nurses Training School 


HIGHER EDUCATION 125 


the institution. Plans have been drawn and the building is 
to be erected at once, and Dr. Awison is in hopes of securing 
much needed reinforcements for the teaching staff, and funds 
for more adequate support of the many departments of the 
institution. 

Only by the thorough training of native workers, whether 
doctors, nurses, preachers or teachers, can the missionary en- 
terprise hope to bring its task to an end and turn the further 
maintenance of the work over to the men and women thus 
trained, and in the effort to achieve this aim medical education 
in Korea has progressed further along the road than have 
other branches seeking the same end. 


2. Nurses’ Training School. 


Just as the first doctors found it necessary to train assistants 
and potential doctors so they found it imperative to train 
nurses as early in the history of medical work as possible. 
But in meeting this problem the Korean custom of the seclu- 
sion of women and all the inherited ideas on the relations of 
the sexes lay squarely athwart the path toward the education 
of women nurses. At one period when the hospital was under 
government control dancing girls from the palace were as- 
signed to be used as nurses! Vigorous representations and 
protests by the missionaries in charge soon did away with 
what would have been an intolerable situation, and which 
would have branded the institution in the eyes of the people 
as a disreputable concern. The withdrawal of these young 
ladies from the field, however, brought the doctors no nearer 
to breaking down the prejudices which prevented respectable 
young women from entering this form of service. Probably 
the reader of today will find it hard to estimate the strength 
of these forces, but if he will turn back forty or fifty years 
or even less he will find evidences of an attitude in the Occi- 
dent toward this type of work that seems unbelievable at 
present. Multiply this many times by the customs of cen- 
turies and he will gain a faint idea of the difficulties to be 
overcome and the education necessary beford respectable 
young Korean women were willing to spend several years 
learning to nurse strangers, men as well as women in a public 
institution like a hospital. 

It is, therefore, surprising that formal training in a Nurses’ 


126 MODERN EDUCATION IN KOREA 


Training School was begun so early as 1906 and that in 1905 
when the first class of doctors was graduated there were even 
seven young women enrolled. Within the last few years a 
commodious and well equipped dormitory for nurses has been 
erected, and an enrollment as large as it seems wise to permit 
(25-30) with a roll of forty-six graduate nurses shows that 
the older prejudices are fast giving way. Other mission hos- 
pitals from dire necessity have trained suitable young women 
to act as nurses and formal nurses’ training schools are car- 
ried on by the W. F. M. S. hospitals in Seoul and Pyengyang 
and by one or two other hospitals, but the Severance School 
is the most ambitious attempt along this line, and is as yet the 
only one to receive formal recognition from the Government 
General exempting its graduates from further examination 
for license.* 


3. Pyengyang Union Christian College. 


Had we followed a strictly chronological order the Union 
Christian College in Pyengyang should have come immediately 
after the Severance Medical College, for in the minutes of 
the Presbyterian Mission for 1905 we read: 


“Recommend that we approve Pyengyang’s advance 
toward collegiate work by the addition of two years to 
the present course.” ® 


In the 1907 report of the same mission we find the first ac- 
count of college work in a brief resume of the preceding two 
years and in 1908 we read of the first graduation at which 
time two. students received their diplomas and the college 
enrollment was nineteen. In the seventeen years since that 
something over one hundred young men have been graduated 
and in 1923 the last year for which the writer has definite 
data) the enrollment was one hundred and forty-five with sey- 
enteen more in a college preparatory class.® 

4 Annual Rep, Severance Union Med. College and Severance Union 
Nurses’ Training School. (Individual young women had been trained 
as nurses and one or two even as doctors before 1906 which is the 
date of formal opening of org, training). 

5 Min. and Rep. 21st Ann. Meeting Chosen Mission, Pres. Church 
in (U.7S.) An 1905: 


_ © Korea Mission Field, Aug. 1921; Min. and Rep. 39th Annual Meet- 
ing Chosen Mission Presbyterian Church in U. S, A. (1923), pp. 98 ff. 


HIGHER EDUCATION 127 


The institution was first developed as an interdenominational 
and union college in which the Northern Presbyterian, North- 
ern Methodists and Southern and Australian Presbyterians co- 
operated, the work being chiefly supported by the first two 
mussions. The school also had the hearty approval of the 
Southern Methodist and Canadian missions, but it is not the 
writer's understanding that they participated to any great ex- 
tent in the work or in its financial support. 

The founders and sponsors of the college have frequently 
described its aims as similar to those of certain of the small 
denominational colleges of the middle west (U. S.). One 
article definitely mentions a certain college as the ideal on 
which the institution was modeled. Its sphere was to be 
that of a preparatory school for the theological seminary, and 
the natural hope was that all or almost all the students would 
be candidates for the ministry.? For a considerable period in 
its history no non-Christian students were admitted: there 
was no attempt to develop more than the “arts” department, 
and the policy was confessedly “narrow” in the sense that it 
sought to serve the Christian community only and to attain 
a single objective rather than offer a broader selection from 
which the student himself might choose the end toward which 
he would strive. 

To-day this has been largely changed; a commercial de- 
partment was added and continued for some years, greater 
stress is laid on the study of English, which was for a time 
shunned lest it attract those who might want the English, 
but not the religion, non-Christian students are now admitted. 
though in practice there are not many of them, and in many 
ways there has been an attempt to broaden and strengthen 
the policy of the college. This is not to be taken to mean 
that the original aim has been abandoned or the fundamental 
objectives changed, but that circumstances have forced a 
recognition of other objectives and methods and the necessity 
of providing for them.§ 

7 Adams, J. I. “Second Vote on the One College Location; Baird, 
Wm. “Quarto-Centennial Papers” 1909; early min. and reports of N. P. 
Mission on college question and correspondence on same. 

8 In order to insure the correctness of the above view of the policy 
of the U. C. C. this has been submitted to a member of the Board 
of Directors of the Pyengyang college and approved by him as a 


fair and correct statement, though he is in no way responsible for 
its form and presentation. 


128 MODERN EDUCATION IN KOREA 


In organization and form it has been more of an American 
arts college than either “Senmon Gakko (College) or “Dai 
Gakko” (University) under the Japanese system. It was, 
therefore, somewhat of an anomaly as an alien type of insti- 
tution in the Japanese organization of education. For a num- 
ber of years the school was faced with the alternative of either 
maintaining this anomalous position or giving up the teaching 
of Bible as a required subject in the curriculum. The mis- 
sionaries in charge felt that to give up the right to have Bible 
as a required subject and to, even formally, separate religion 
and education would be contrary to the whole missionary 
objective and a “betrayal” of their own beliefs andthe trust 
placed in them by the supporters of the college in the home 
lands. 

Under Baron Saito’s administration the way has been 
opened for the institution to become a “college” under the 
Japanese system and still maintain its position on the teach- 
ing of the Bible. The conscientious objection having been 
removed, negotiations were begun with the government for a 
charter as a Japanese college.® But in buildings, equipment 
and number of qualified teachers as well as in annual budget 
the school was stated by the government inspector to be as 
yet far from the standards required for a ““Senmon Gakko.” 

Since that time efforts have been made to bring the school 
more nearly up to the government standards and when formal 
application was finally made the Government General in 19% 
eranted a charter as a “Senmon Gakko” for the Literary De- 
partment. This places the institution definitely in line with the 
rest of the educational system, whereas up to this time it had 
seemed to be of an alien nature. Graduates of the Literary 
Department which has received this recognition may now 
be accepted as qualified teachers in certain subjects, and this 
recognized standing should greatly help the college in its 
attempt to secure and train the most desirable type of students. 

The college is now supported by the four Presbyterian mis- 
sions only, being thus a union but denominational college. The 
withdrawal of the two Methodist missions in 1914-15 was 
due to differences of policy as to the aim of the college, the 
conception of its function in a country such as Korea, and 


9 No formal application was made, only tentative negotiations being 
opened, 


HIGHER EDUCATION 129 


UNION CHRISTIAN COLLEGE PYENGYENG 
FIRST GRADUATES 


130 MODERN EDUCATION IN KOREA 


to the stand taken on the question of the formal teaching of 
religion. The questions at issue will be more fully stated in 
the discussion of the Chosen Christian College, but can hardly 
be thoroughly understood without a careful reading of the 
section on the educational policy of the government during 
this period. 

The College is much handicapped by lack of buildings. 
The old Recitation Hall built some years ago is still the only 
modern style building, though funds are now being secured 
and plans made for an up-to-date Science Hall. A number 
of semi-native style buildings are used for dormitories, and 
the first building erected for the secondary school more than 
twenty-five years ago is now serving as a ltbrary for the 
College. 

The Reverend S. A. Moffet, D.D., a missionary in Korea 
since 1889, whose influence has guided or controlled the North- 
ern Presbyterian Mission in many important decisions, and 
who has led in the evangelistic work in the northern part of 
Korea is now president of the school. Representatives of the 
Southern and Australian Presbyterians assist in the teaching, 
but the main burden both financial and in teaching and admin- 
istration is carried by the Northern Presbyterian Mission. 
The operating expenses for 1924 are reported as Yen 36,655.76, 
which with an enrollment of 149 students gives a per pupil 
cost of Yen 246.00.° (This does not include the salaries of 
missionary teachers). Much excellent work has been done 
by the school in the past, and many valuable workers have 
received their training under its care. 

No mention of the College in Pyengyang would be complete 
without at least a word as to the lasting part played during 
its early years by Mrs. William Baird. A small monument 
has been erected in grateful memory of her labors, but neither 
monuments nor printed records can suffice to tell of all that 
she did for the institution and its students. In its teaching, 
administration, and building; in the preparation of textbooks 
and in wise and helpful counsel to the young men studying 
there she had a large and telling share. 

Its future in the changed conditions of today, seems prob- 
lematical to many unless it come more into line with the 


10 Min. and Rep. 39th Annual Meeting (1924) Chosen Mission, Pres- 
byterian Church in U, S. A., p. 126. 


HIGHER EDUCATION 131 


policy, systems and needs of the time. If this be done there 
would seem to be no reason why it should not perform the 
same valuable type of service which the colleges on which 
it is modeled have done in many parts of the United States. 
It hardly seems that two Christian colleges, one in the north 
and one at the capital, will be too many for a country of over 
17,000,000 of people. 


4. Chosen Christian College. 


Within a comparatively short time after the beginning of 
collegiate work in Pyengyang similar beginnings were made 
in Seoul by the members of the Presbyterian mission: This 
appears to have been merely a taking of the next step in-edu- 
cational development rather than a conscious opposition to the 
policy of the sister station in the north or a realization of 
the need for two colleges. It was not long, however, before 
the definite crystalization and development of the Pyengyang 
policy brought a realization that there were some workers who 
objected to such an institution, as the Pyengyang college as 
the only offering of Christian missions in higher education. 
Such was the position maintained from the beginning by Dr. 
H. G. Underswood, viz., that the missions maintain a college 
of the type already described, in Pyengyang, and in Seoul a 
broader form of work, eventually to become a Christian’ Uni- 
versity touching life on the commercial, agricultural, industrial, 
professional and cultural as well as religious sides. 

In the decision of the question, a form of procedure was 
adopted to which Dr. Underwood strongly objected. It was 


advisability of buying “one car or two cars” without regard 
to comparative size, structure, form or purposes for which 
they were to be used. None the less this was the procedure 
adopted, and after much discussion and debate the decision 
to have one college only, was arrived at by both Boards and 
Missions by considerable majorities. 

The obvious next step in the determination of policy was 
the choice of location. But under this apparently simple 
question lurked questions of policy and change that made an 
academic discussion of it on its merits impossible. On the 


132 


MODERN EDUCATION IN KOREA 


CHOSEN CHRISTIAN COLLEGE 
Teachers Homes 
Dormitory 


— = 


HIGHER EDUCATION 133 


one hand, those advocating Pyengyang felt a very natural 
regret at the idea of the passing of the institution from the 
hands of those who had founded and developed it, which was 
implied in a change of location. They felt also that such a 
change into the hands of the workers in Seoul would mean a 
{fundamental transformation in the character of the school for 
almost all those located in Seoul were advocates of the broader 
type of college, and it was but natural to suppose that under 
their direction it would take on such a form as they advo- 
cated. 

Those in favor of Seoul as the location felt that such a 
revision or rather broadening of policy should be made and 
further, that to influence a broader cross-section of society, 
the capital, as the political, and in this case the geographical, 
center of the country offered the largest opportunity. While 
this question was being hotly debated the matter was still 
further complicated by the Government General’s policy to- 
ward the teaching of the Bible and holding of religious exer- 
cises in the schools. No new charters or permits were to be 
granted for schools so attempting to combine education and 
1eligion, while existing schools were given but ten years of 
grace to conform in this and other respects. 

Everything combined to produce a very keen struggle over 
the question. The period from 1912-20 was one of strong 
feeling, hot debate and general disagreement. It was felt by 
both sides to be a matter of conscience. Nor should the ex- 
tremes to which “conscience” drives men be too much con- 
demned by the man whose toleration is a mere attitude of 
“laissez faire,” and whose so-called breadth is no more than 
shallowness or indifference. The substitution of personal 
feelings, ambitions and desires for conscience is a process 
that occurs easily and almost without consciousness of the 
change and from such a change comes most of what is bad in 
a controversy of this kind. 

After much discussion on the field the question of location 
was referred by the field organizations to the Joint Com- 
mittee of the Home Boards, and in 1913 this committee de- 
cided for Seoul. This occasioned a very strong protest from 
those in favor of the Pyengyang location, and the matter was 
reconsidered, and again in 1914 the Joint Committee decided 


11 See Section on Regulations for Private Schools, issued, IQI5. 


134 MODERN EDUCATION IN KOREA 


in favor of Seoul. Despite the former reference of the matter 
to this committee for decision there were many members of 
th Northern Presbyterian Mission and most of the Australian 
and Southern Presbyterian Missions who felt that they could 
not acquiesce in this decision. 


The Presbyterian Board of Foreign Visine in New York, 
which had voted in favor of the Seoul location, therefore, gave 
permission to the minority, of the mission who favored Seoul, 
(about 25% or 30% of the voting members) to co-operate with 
other missions in the organization of a college there. This 
brought about the somewhat anomalous situation of a work 
carried on by the Home Board and a part of the mission, but 
having no official connection with the mission, and raised 
many questions of home versus field control and the like. 


Availing themselves of this permission, the representatives 
of the minority in the Northern Presbyterian Mission, after 
conferences with the Northern and Southern Methodists, 
united with them in the formal organization of the Chosen 
Christian College on March 5, 1915. Over $50,000 toward 
the college has been secured by Dr. H. G. Underwood, and 
much preliminary work had been done already. At the time 
of organization Dr. Underwood was elected president of the 
new college, and operations were begun at once under an old 
charter, which granted the John D. Wells School in Seoul 
permission to carry on higher education. The new regulations 
of the Government General were published on March 24, 1915, 
and definite intimations from the educational bureau made it 
plain that the use of this charter would not be permitted for 
any length of time, and that if the school was to exist at all a 
new charter under the new regulations must be secured. One of 
the earliest and most important tasks, therefore, was the 
securing of such a charter as would conserve the definitely 
Christian character of the school, which its supporters realized 
to be essential. Negotiations to this end were begun at once, 
and many of the points forming’ a part of the charter as finally 
granted were settled in this first year of negotiations. 

For the immediate carrying on of classes, teachers had to 
be secured, class-room space arranged for, and books, equip- 
ment, etc., procured from Japan, and the hundred and one 
things necessary for even so elementary a form of college. 
Somehow all was done by the opening of the Japanese school 


HIGHER EDUCATION tab 


year, and in early April, 1915, sixty students were enrolled 
for college classes to be held in rooms rented from the Seoul 
Wie GAs 

In addition to the negotiations for the charter it was neces- 
sary to find a suitable site which would allow of the broad 
development which was hoped for the college.” A beautiful 
tract of some two hundred or more acres about three miles 
from the city was settled upon and negotiations entered into 
with the government, the Oriental Development Company 
and various private owners all of whom held certain essential 
portions of the site. The final purchase was not at once con- 
summated, but enough had been done by the early spring of 
1916 to assure the college of eventual possession. 

Just one year-after the opening of classes in the Y. M. C. A. 
the President, Reverend H. G. Underwood, D.D., LL D., was 
forced to return to the United States, much broken in health, 
and although he seemed at first to rally a little he soon sank 
again and died on October 12 1916, at Atlantic City, New 
Jersey. A long period of very strenuous work in Korea, un- 
der many difficulties, and the Oriental disease of sprue, had 
much to do with his death, but the dissensions of the years 
immediately preceding the end and the attacks made on his 
motives and character not only saddened but hastened the 
close of his life. 

Dr. O. R. Avison, President of the Severance Union Medical 
College, was elected to bear a double burden as president of 
both schools and to take up the negotiations and arrangements 
for the new college and carry them to a successful conclusion. 
With his usual tact, patience and persistence the work was 
carried forward and in April, 1917, a charter as a ‘“Senmon 
Gakko” was granted and the character and existence of the 
college from a legal point of view was firmly established. 

Under this charter the college received the right to conduct 
six departments, Literary, Commercial, Agricultural, Bibli- 
cal, Mathematics and Physics, and Chemistry. More important 
than the mere right to carry on a certain grade of academic 
instruction were the provisions safeguarding the Christian 


12 A site picked out sometime before this was lost through the 
delay in settlement of the question. 

13 This was, of course, as a college in the system of education for 
Koreans as shown in Figure 4, II, p. 41. 


136 MODERN EDUCATION IN KOREA 


character of the school. Article II of the Charter states: ‘“The 
object of this charter shall be to establish and maintain this 
college in accordance with Christian principles ;” while Article 
VI provides that “The managers, officers, members of the 
faculties and all the instructors must be believers in and fol- 
lowers of the doctrines contained in the Christian Bible.” !4 
The permission for the Biblical department and for the use 
of the English name of “Chosen Christian College” in con- 
junction with these clear provisions of the charter and the 
arrangements for voluntary Bible classes and chapel exerciges 
seemed to the founders sufficient to make the Christian char- 
acter of the school plain to the Korean public, and to guaran- 
tee the permanence of this character, at least, as much as 
forced attendance at Bible classes and chapel. In any case it 
was not at this time a question of securing a charter for 
material advantage or of continuing without it, but rather 
of securing a charter under the new law or closing the doors 
of the school. 


The housing problem was also acute, and in the fall of 1917, 
work was begun on a frame building on the site which had 
meantime been secured. ‘This was ready in April, 1918, and 
the college moved into it for the opening of the new school 
year at that time. This building, which cost $5,000, and 
the first $50,000 for the college was the gift of Mr. John T. 
Underwood of Brooklyn, New York... This frame structure 
was so located as not to mar the group of stone buildings to 
be erected later, and it was planned to use it as a dormitory 
as soon as the first recitation hall should be completed, and 
still later for the proposed Agricultural department. 

The first gift for a permanent building had been secured 
by Dr. Underwood less than two months before his death from 
Mr. Charles M. Stimson of Los Angeles, and provided $25,000 
for the erection of an administration building. The corner- 
stone for “Stimson Hall” was laid in the spring: of 1919 by 
Mrs. H. G. Underwood, widow of the late president; and it 
was occupied in September, 1920, when in accordance with 
the original plan the first frame structure was remodeled 
a dormitory of which there was great need. Mr. John Under- 


14 Chosen Christian College Zaidan Hojin. 
15 The Japanese School year begins in April and has three terms; 
April-July; September- December; January-March, 


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HIGHER EDUCATION 


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138 MODERN EDUCATION IN KOREA 


wood now made a further gift to the college for the central 
building of the group which had been planned. This was to 
be called “Underwood Hall,” in memory of his brother, Dr. 
H. G. Underwood, and was estimated to cost about $100,- 
000.16 About the same time the First Methodist Church of 
Pittsfield, Massachusetts, decided to erect the third or science 
building of the first group, and named it “Appenzeller Hall,” 
in memory of the pioneer missionary of the Methodist Church 
in Korea.!? The cornerstones of these buildings were laid in 
October, 1921, by the writer and Bishop Welch of the Meth- 
odist Mission, respectively. The first of a group of permanent 
dormitories was also begun about this time, and while there 
were the usual annoying delays, the buildings were at last 
occupied in the fall of 1924. Meanwhile, residences for sev- 
eral professors and a group for native instructors had been 
erected and the necessary improvements of the property by 
roads, bridges, wells, water system, etc., carried far enough 
for immediate demands.!§ 

The question of the place of religion in the school was one 
which not only caused great controversy but puzzled all con- 
cerned both as to what should be and what would be its out- 
come. Up to the time of the Independence movement and 
the change of administration which followed it, the provisions 
of the charter, the existence of the Bible department and the 
voluntary Bible classes and chapel held outside of school 
hours and having no place in the curriculum were as much 
in the way of direct religious instruction as the school could 
do. By the Revision of the Regulations for Private Schools 
issued in 1920 under Baron Saito the way was opened for the 
college to give up its charter as a “Senmon Gakko” and as- 
sume a status similar to that of the Union Christian College 
in Pyengyang.!® This course was strongly urged by many, 
but in view of the fact that a further revision of the educa- 
tional regulations was promised, and that the administration 
seemed favorable to Christian education it was felt that to 


16 Cost to March 31, 1924, is reported as Yen 231,649, 

17 Cost to March 31, 1924, is reported as Yen 89,116. 

18 These are already inadequate. 

19 The Pyengyang college continued to exist by virtue of the “Ten 
years of grace” extended to schools already in existence before the 
1915 regulations came into effect. See Sections covering these regula- 
tions. 


HIGHER EDUCATION ek 


relinquish the existing charter before the plans of the govern- 
ment were fully known and_ before every other effort to 
secure the desired liberty had been made, would be a hasty 
and ill-advised action. The wisdom of this decision was evi- 
dent shortly after the New Educational Ordinance of 1922 
was published. The Government General ruled that in as 
much as the “Senmon Gakko” (college) was a branch of the 
educational system rather than a part of the direct line lead- 
ing to the university, religion might be included in the curri- 
cula of such schools. At the same time the standard of 
education was raised to that of Japan (see Figure 4), and the 
Chosen Christian College applied for and shortly received 
permission to be recognized as a college under the new ordi- 
nance. The government statement that “colleges” do not 
form a part of the regular system of education caused still 
further misunderstanding and it was reported that the gov- 
ernment, while nominally allowing religious liberty had so 
shelved the school that it did not co-ordinate with the govern- 
ment system and thus nullified its apparent concession. Noth- 
ing could have been farther from the truth. The ruling was a 
kindly device by which the administration did a ereat and 
much desired favor to Christian education and at ‘the same 
time maintained the form of keeping its own laws. The 
Government Medical College, the Government Agricultural 
and Technical Colleges are on the same plane and have the 
same status as the Severance Medical and the Chosen Christian 
College and the Christian colleges are as much a part of the 
“direct system of education” as are these government institu- 
tions. This new Educational Ordinance and the ruling as to 
college under it has thus brought to an end a long period of 
uncertainty and disagreement and fixed the status of the 
school. It is now a recognized college under the new system, 
equal to similar “Senmon Gakko” in Japan proper and enjoy- 
ing full religious liberty for any and all religious exercises 
and instruction. 


The anamolous position of the college with regard to the 
Northern Presbyterian Mission was brought fo watiecends Dy, 
the decision of the Chosen Commission of the General As- 
sembly of the Presbyterian Church in the U.S. A.,2° appointed 


20 Report of Chosen Commission to General Assembly of the Pres- 
byterian Church in the U.S. A. 


140 MODERN EDUCATION IN KOREA 


io settle the controversy between the mission and Board. 
The Commission's report was in favor of the Seoul college, 
but was in the nature of a compromise. It defined certain 
relations and recommended certain changes in other relations 
of mission and board which do not concern us here. As re- 
vards the two schools it permitted the mission to continue 
the maintenance of the Pyengyang college, but recommended 
that it also co-operate in the Seoul institution. It is interesting 
io note that this decision arrived at after a decade of dis- 
putes and controversy is that which was urged by Dr. Under- 
wood in the beginning, when he stated that two schools and 
two types of school were not too many for Korea. These 
recommendations of the Chosen Commission were adopted 
by the mission at the annual meeting in 1922. Those members 
of the mission who had formerly represented the minority on 
the Field Board of Managers of the college resigned, and a 
new slate better calculated to represent the opinions of the 
majority was elected,”?!_ Thus, 1922 not only saw the college 
assume a new and higher status with the government, but 
saw the end of its anomalous position in the largest mission 
carrying on work in Korea. 

It is now supported by four missions, Canadian and North- 
ern Presbyterian and Northern and Southern Methodist. 
Its legal control is vested in what is known in English as 
the “Field Board of Managers,” a self-perpetuating body in- 
corporated under Japanese law. The various missions “nom1- 
nate” their representatives to this Board, which usually elects 
the parties nominated, but has the right to reject them. The 
interests in the United States and Canada are under the care 
of the Co-operating Board for Higher Education in Chosen 
(Korea), having its headquarters in New York. The capital 
account to March 21, 1924, shows receipts of Yen 662,262.23 
(roughly $331,000). These are divided according to source as 
follows: From Northern Presbyterian Board, Yen 446,466.48 ; 
from Canadian Presbyterian Board, Yen 31,000.00; from 
Southern Methodist Board, Yen 47,696.98, and from Northern 
Methodist Board, Yen 133,767.90. During 1924-25 further 
eifts of $212,000 for endowment and residences were received 
making total receipts for capital account of about $543,000. 


21 Min. and Rep. 38th Annual Meeting (1923) Chosen Mission 
Presbyterian Church in U. S. A. 


HIGHER EDUCATION {11 


The current account for the year 1923-24 shows an expense 
for the year of approximately Yen 50,000, exclusive of the 
Missionary teachers. With an enrollment of 193 this gives 
per pupil cost of about Yen 259 ($129.05). 

The president, Dr. O. R. Avison, is devoting his entire time 
to promotional work and is at present (1925) in the United 
States pushing a financial program which involves the raising 
of an endowment of $1,500,000 and approximately $800,000 for 
buildings and equipment. The administrative work is in 
charge of Dr. A. T° Becker, the Vice-President, who has 
working with him a faculty composed of eighteen Koreans, 
three Japanese and seven Americans.?2 

At present only three departments, Literary, Commercial 
and Science are operated and the 1923-24 enrollment of 193 
is distributed among them with ninety-four in the Literary, 
fifty-six in the Commercial, and forty-three in the Science 
departments. The graduates since 1919, when the first class 
received their diplomas, to and including the class which 
graduated in March, 1925. number 110. Thirty-five 
of these are now engaged tn educational work in Korea, while 
thirty are taking graduate work either in the United 
States or Japan. In all, practically 80% are in education or 
are preparing for it. The course of study for the Literary, 
Commercial and Science departments is included in the Ap- 
pendix as an example of the curricula in Japanese “Senmon 
Gakko” or colleges. 

Much space has been given to this institution because 
around it have centered the disputes and policies of the mis- 
sion in the matter of religious instruction under the 1915 
regulations, because it is not only the broadest conception of 
missionary education in Korea but the most ambitious at- 
tempt to achieve the missionary educational aim: and because 
its location, equipment, history and the combination of in- 
terests back of it give promise that, as one of the Foreign 
Board Secretaries in America has said, “it is to be the 
stone in the missionary system of education in Korea.” 


5. Ewha College. 


The Ewha College: for Women is an integral part and 
climax of the complete educational series offered within the 


cap- 


22 Annual Report Chosen Christian College, 1924, 


KOREA 


IN 


*#DUCATION 


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MODERN 


142 


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SEOUL 


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EWHA COLLEGE 


WOMEN, 


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Hall 


Frey 


Music 


HIGHER EDUCATION [43 


walls of this large and important school for girls. Of the 
foundation of the school by Mrs. Scranton, its continuance 
under Miss Frey and its general present status we have 
spoken elsewhere, College work was first begun in 1910, 
and despite the difficulties which beset -both ‘teachers 
and students the first class was graduated in 1914, and twenty- 
nine in all were graduated up to 1925. Miss Frey here, as 
usual, was the spirit that both inspired and drove on toward 
the realization of the vision she had seen. Some years ago a 
pledge was made by the late Dr. Goucher toward the purchase 
of a suitable site outside the city, but other funds not being 
available active steps toward the purchase of the land could 
not then be taken. 


After Miss Frey’s death the work was continued in the 
buildings of the secondary department of Ewha under the 
direction of Miss Alice Appenzeller (daughter of the pioneer 
missionary). Still later, while on furlough in America, she 
secured the funds for the erection of a building for college 
work on a site adjacent to the secondary school. This build- 
ing was erected as a memorial to Miss Frey at a cost of 
about $50,000, and was opened for use in September, 1923. 
It provides a dormitory for 150 students and native teachers, 
class-rooms for four college classes and apartments for three 
missionary teachers, 


Up to 1925 the college was conducted somewhat on the 
American system, and the preparatory classes were to bridge 
the gap between the Japanese “Higher Common” and the 
first year of college. In that year the school secured a charter 
as a “Senmon Gakko” for its Literary and Music Departments, 
in consequence of which the college preparatory department 
was done away with, as it now took its regular place in 
Japanese educational system. The new college at the time 
of its opening in the Spring of 1925 had a Faculty of ten 
teachers with a student body of seventy. In addition to those 
of the Ewha Faculty, specifically listed as college teachers, 
the other members of the large Ewha staff are. of course, 
also available. The total budget of the college for 1925, ex- 
clusive of missionary salaries, is estimated at about Yen 
20,000, of which approximately 25% is derived from fees and 
other sources on the field and 75% from appropriations from 
the United States. The fees including tuition, board, music 


144 MODERN EDUCATION IN KOREA 


and incidentals for a year would amount to approximately 
$115.00 per pupil, of which $25.00 is for tuition, $55.00 for 
board and the balance divided between music and a number 
of incidental fees.?° 

Since the erection of Frey Hall a gift of $30,000 has mdae 
possible the purchase of the site desired outside the city, and 
when further funds for buildings are received the plant will 
be removed to this location, which is not far from that of the 
Chosen Christian College. 

The work is carried on entirely by the Northern Methodist 
Mission or rather by the W. F. M. S. of this church. They 
have extended cordial invitations to other missions to co- 
operate with them, but while some have expressed sympathy 
and the hope of future union, none have as yet assumed a 
share of the burden. In the case of the Northern Presbyterian 
Mission, after discussion and deliberation over a period of 
two years, the annual meeting of 1923 voted, 53 to 25, “that 
we do not enter such a union, but look forward to the estab- 
lishment of a union Presbyterian College.” *4 In reply to this 
action the Presbyterian Board of Foreign Missions in New 
York stated that while financial reasons would make active 
co-operation in an interdenominational college impossible at 
this time those same reasons would make still more impossible 
the establishment of a Presbyterian college. It further defin- 
itely stated that it was not the policy of the board to establish 
separate denominational institutions when union is possible. 

The situation thus brought about has in it the possibilities 
of- another unfortunate controversy similar to that which has 
been mentioned in connection with the Chosen Christian Col- 
lege. The costs of higher education are so increasingly great 
that it seems as though it will be almost impossible for one 
mission to carry the burden alone, and the proposition to at- 
tempt another college on purely denominational grounds 
appears to many as an impossible waste of funds. Meanwhile, 
both finances and mission action prevent the largest mission 
operating in Korea from taking its share in the pioneer work 
in higher education for women, the demands for which are 
even more imperative than in the education of men. 

23 Data on Ewha College from reports, statistics and letters fur- 
nished the author by Miss A. Appenzeller. 

24Min. and Rep. 38th Annual Meeting (1923) Chosen Mission Pres- 
byterian Church in U, S. A., p. 50 


HIGHER EDUCATION . 145 


6. Presbyterian Theological Seminary. 


In the development of a church in a new country the need 
of native religious leaders is one of the first and most urgent. 
Hence, the early development of Bible classes, classes for 
leaders, hence, the early existence of the Roman Catholic 
Seminary, and hence, the establishment of this form of train- 
ing before the growth of educational institutions, which in a 
later stage, are considered prerequisite to theological training, 
Theological training in a definite and formal way was begun 
by the Presbyterian missions in the city of Pyengyang in 
1902, and the first class was graduated in 1907. By this date 
the enrollment had grown to seventy-five. In 1919 the full 
quota of five classes was taught for the first time, and the 
enrollment mounted to 138. At present and for some years 
past it has had the distinction of being the largest Presby- 
terian Seminary in the world. Dr. S. A. Moffet was for many 
years the president of this school, and, in addition to his 
raried labors in the region around Pyengyang, and the large 
part which he played in the affairs of the mission as a whole, 
he steered and guided the institution through the difficulties 
of the early days. When long absence and other labors made 
it impossible for him to carry this burden it was taken up by 
the Reverend Stacy L. Roberts, D.D. 

The Seminary has been much criticized by some on account 
of alleged low educational standards. But those who make 
such statements forget that the first objective of a theological 
seminary is not high academic scholarship, and that to have 
waited till it was possible to make a college education a 
prerequisite would have been to leave the church without 
native pastors down to today. The original plan called for 
a five-year course with two terms Spring and Fall when class- 
room work was carried on, the students and teachers thus 
having the rest of the year for other work in their churches 
or schools. Gradually the terms have been lengthened, and 
the entrance requirements made higher, till at present, a High- 
er Common School education is required. A new and substan- 
tial, though not beautiful, building has recently been erected, 
and the heightened entrance requirements have made pos- 
sible a raising of standards within the course and the in- 
clusion of more subjects. The next logical step, of course, 
will be the requirement of collegiate training for entrance, 


146 MODERN EDUCATION IN KOREA 


but this seems to be as yet some time in the future. The. 
Seminary is conducted by the four Presbyterian missions, the 
Australian and Southern Missions, each having one member 
of their mission permanently assigned to Pyengyang for work 
in the Seminary. 


~ 


7. Union Methodist Seminary. 


In 1910 the two Methodist missions united in opening a 
Theological Seminary in Seoul. Two missionaries from each 
mission are permanently assigned to work in the Seminary, 
while assistance in teaching is given by other members of 
the missions, both of which have stations in Seoul. The 
plant is situated on a hillside just outside the walls of the 
city and consists of three residences for foreign professors, 
two for native teachers, a large class-room building which 
also houses the administrative offices and library, and dormi- 
tories for the students. The site covers about ten acres and 
site and plant represent a property value of about $125,000. 
The entrance requirements have gradually been raised and a 
Higher Common School education is now an absolute prere- 
quisite. In addition to the vernacular course, an English 
course open only to college graduates is offered. A total of 
121 have been graduated (including 1924); ninety-six from 
the Methodist Episcopal and twenty-five from the Methodist 
Episcopal Church South. The registered enrollment for 1924- 
25 is 165, ninety-seven of whom belong to the Northern Meth- 
odist Church. The English course referred to has as yet only 
ten students with eight more in a preparatory class. 

Present plans call for an increase in the Faculty, and the 
missions concerned seem to be making every effort to make 
more effective this institution, on which the native Methodist 
churches depend for their pastors. | 


8. Roman Catholic Seminaries and Other Schools for Re- 
ligious Workers. 


\With the exception of the Roman Catholic seminaries, the 
seven institutions described above, comprise all the schools for 
the formal higher training of religious workers in Korea. 
There are in addition such schools or training classes as the 
lligher Bible Institute for Women, the Clergy Training Col- 
lege of the English Church Mission, the Adventist Training 


HIGHER EDUCATION 147 


Class and the Salvation Army Training School, which have 
been described in the sections dealing with the elementary 
and secondary work of these churches or societies. 

The Roman Catholic seminaries are real higher schools 
giving a long and specialized course of training for the priest- 
hood. There are at present three such institutions, one in 
each of the three dioceses into which the work has been 
divided, viz., Seoul, Taiku and Wonsan. The seminaries 
were founded in the order named, that in the Seoul diocese at 
Yongsan, about three miles from the city of Seoul and over- 
looking the site of the old execution ground on which the 
early Catholic martyrs lost their lives. It was founded in 
1891 and is thus eas:ly the oldest school for higher religious 
training in Korea. The full course for the seminary is divided 
into three parts, preparatory, Latin school and seminary. 
Apparently the preparatory course of four to six years aims 
to fill out the deficiencies in general education of the lower 
school; this is followed by a six-year Latin course in which, 
while further secondary education is given, the greatest em- 
phasis is laid on Latin as a tool-subject, for the later theologi- 
cal work, The Latin course is capped by another six years 
in the seminary proper, of which two years are devoted to 
philosophy as a ground work and four years to theology. It 
is obvious that the candidate who finishes this arduous course, 
spending sixteen to eighteen years under the direction of 
priests in charge of the seminary is much more highly trained 
and moulded to the traditonal form of the ideal priest of the 
church, is in fact a far better servant of the church, than is 
the Korean Protestant pastor. The latter finishes Common 
and Higher Common School, not in the atmosphere of the 
“seminary,” but with hundreds of other boys who are not 
going into the ministry, and then takes either three years in 
the theological seminary or spreads the course over five 
shorter terms, spending the intervening time in active re- 
ligious work. The two methods are characteristic of the 
ideals of the two churches and neither church could or would 
exchange methods, and hold to the present ideals of Author- 
ity on one hand and Independence on the other.2° Naturally 
so long and arduous a course is not crowded with students, 


25 This difference is strongly emphasized in a recent book “Le 
Catholicisme en Coree.” 


148 MODERN EDUCATION IN KOREA 


and the statistics for 1923 report a total of 248 in the three 
seminaries, forty in the preparatory course, 152 in the Latin 
school and fifty-six in the philosophy and theology courses.”® 

The costs to the mission of this training are not given, but 
they must be very low, for in speaking of the difficulties of 
carrying on the work a recent book published by the Société 
des Missions Etrangéres states that the total appropriations 
for all the Catholic work in Korea does not exceed about 
$15,000 per annum.??, The Yongsan and Taiku seminaries are 
housed in large substantial buildings, which very naturally, 
are markedly French in architecture. The latest seminary is 
that in Wonsan, now under the direction of Bishop Sauer 
(consecrated 1921) of the German Benedictine Mission. 

Two Protestant and three Catholic Theological seminaries, 
a medical college, two men’s colleges, a woman’s college, a 
nurses’ training school, and two Higher Bible Schools for 
Women make up the total of the missionary institutions for 
higher training, a showing which is not in itself impressive, 
but which becomes so when we remember that it is only forty 
years since the first Protestant missionary landed in Korea, 
and only a little more than that time since the Catholic priests 
and Christians dared to preach or teach openly. ~ 


26 Plancet, J. M. “Les Missions de Chine et du Japon” 1923. 


27 Société des Missions Etrangéres, “Le Catholicisme en Coree” 
Paris, 1923. 


CHOSEN CHRISTIAN COLLEGE 
Underwood Hall 


OTHER EDUCATIONAL WORK 149 


GHAIADE hav li 


F. OTHER EDUCATIONAL WORK. 


It is obvious that there are lines of missionary effort which 
can hardly be definitely placed in any of the categories al- 
ready considered, but which are none the less distinctively 
educational in emphasis or form. The present section aims to 
mention briefly a few of these institutions or types of work 
that the reader who is not acquainted with modern foreign 
missions may gain a better idea of their complexity and scope. 


1. Women’s Evangelistic Centers. 


There are present several institutions whose purpose and 
work is effectively concealed under the above indefinite title. 
An accurate description would involve us in a list of activities 
tco long to be covered in this paper so it may be permissible 
to describe them as a sort of combination of Bible school, 
social center, Y. W. C. A. and preaching place. The Southern 
Methodists have taken the lead in the development of this 
work and the two larger centers, in Seoul and Songdo, are 
largely maintained by this mission, though in Seoul there is 
union with the Northern Methodists and Northern Presby- 
terians. As indicated by their name Bible Classes and re- 
ligious services are conducted in the buildings of the centers, 
but the name does not tell us of classes in the three ‘“R’s” 
and other elementary subjects for married women, classes in 
English, in household economics, in dress making, in the 
care and training of children, in kindergarten and in music. 
Anything for which there seems to be a bona fide need and 
demand is taught to women who could secure the training 
in no other way. The center offers night classes to women 
who cannot get out in the day time, and a place and oppor- 
tunity for social activities night and day to women whose 
horizon has been the walls of the women’s quarters. In Seoul 
the center is housed in some historic old native buildings in 
the heart of the city, in a district lying between the business 
quarter and the better class residential section. In Songdo a 


150 MODERN EDUCATION IN KOREA 


modern three-story granite building, electric-lighted and steam 
heated was opened for use early in 1922.1. Naturally the 
academic standards are low as compared with the regular 
schools, but the importance of the educational work is second 


to none. 


2: she Yo MA CarAY 


The secondary and industrial work of this world-wide insti- 
tution has already been briefly covered in sections devoted 
to those forms of education. It is again brought in at this 
point that the breadth of its efforts and their effect on the 
general education of the people may be more clearly under- 


SAWYERS 


stood. The Association’s religious education includes not 
only the Bible classes previously mentioned but large Sunday 
meetings which, through their continuity and the high stand- 
ards maintained, have come to have almost the form of a 
course of study for a large number of students and young men 
who feel that the week is lost when they miss the Sunday 
afternoon meeting at the “Y.” Less impressive, but of equal, 
if not greater importance are the summer conferences held 
each year with small groups of real leaders. Again, the 
Y. M. C. A. is the only institution which has specialized in 


1 Wagner, E. “Songdo Women’s Fvangelistic Center’ Korea Mis- 
sion Field May 1924. 


OTHER EDUCATIONAL WORK 151 


‘Eee Yon Ge tAG 
Main Buildings, Seoul 
Machine Shop, Industrial School 


152 MODERN EDUCATION IN KOREA 


physical education, though all schools have a certain number 
of weekly periods of “drill” or exercise. General classes in 
physical education with indoor and outdoor programs now 
enroll between 700 and 1,000 in addition to the special classes 
which have supplied the teachers of physical education to 
many of the schools in Korea. Other special work such as 
the Boy Scout Movement and the Christian Citizenship Train- 
ing Program are carried on as well as more generalized efforts 
in social education. The reader with only an American back- 
ground may feel that such work is a matter of course for the 
Y.-M. C. A.. What we wish to emphasize is, that it is not a 
matter of course in Korea, but something unheard of and 
astonishing. Despite the work that has been done in Seoul 
and beginnings in seven other cities there are still hundreds 
of thousands to whom it is literally “unheard-of” and for 
whom the Association is planning the work of the future.’ 


3. The Salvation Army. 


3rief reference has already been made on page 93 to the 
work of the Salvation Army in their Training School for 
Officers, Orphan Asylum and Beggar-Boys’ Home. It seems 
best to give fuller notice here of the latter work, for while 
it might be included under Industrial Education, it really 
forms a different phase of activity from the work considered 
under that head. The Home was begun in the winter of 
1918 by the more or less forcible gathering in of the “pro- 
fessional beggar boys of the city, with the primary idea of 
shelter during the winter. This work gradually developed 
into a home for the boys, a school and industrial training cen- 
ter. Assistance was received from the Government-General, 
both in a small financial way, and later through the donation 
of a site. By January, 1924, the following buildings had been 
erected: boys’ home, with work shop and school room; 
manager's house; assistant manager's house; dispensary and 
sick room, and offices. All these were built at a total cost of 
about $5,500 so it is evident that they are on a very modest 
scale. Seventy-three boys have been received since the open- 
ing of the home of whom some forty-seven remain. These 
receive a “common school” education and a limited industrial 


2Mr. P. Y. Barnhart of the Seoul Y. M. C. A. has kindly supplied 
very full and careful information on the work of the Association, 


OTHER EDUCATIONAL WORK 153 


training. It is expected that eventually the school will teach 
farming, gardening, weaving, carpentering, sock-making (knit- 
ting) and the silk industry. The average cost per boy per 
year is estimated at Y 108 (about $54.00). This is the most 
noteworthy educational work of the Army and deserves special 


mention on account of its unique nature in Korea. 


4. School for the Blind and Deaf. 


Dr. Rosetta S. Hall, whose services in this work and in 
medicine for the women of Korea have been specially recog- 
nized by the Government General of Chosen, began the work 
for the blind and carried it on almost single handed for many 
years. On her first furlough in 1897 she visited the Institute 
for the Blind in New York and studied the system used there. 
Returning to Korea that Fall, by the following Spring she 
had adapted the system to Korean, and prepared in it the 
alphabet and syllabary, part of a Korean primer and the Ten 
Commandments. A Mrs. Clocke gave the funds for a small 
class-room for blind girls in Pyengyang where Dr. Hall was 
stationed and the work was begun. It has never reached 
startling dimensions, but from seven to twenty-five or thirty 
girls each year have been taught to read and enabled to at- 
tend the regular day school where they have competed with 
pupils not so handicapped and often surpassed them. Mrs. 
Moffet of the Presbyterian Mission in Pyengyang opened a 
similar class for boys and another was begun in Seoul by 
two English ladies, the Misses Pash and Perry. Their work 
was more that of making a home for the boys who were 
sent to the Government Blind School. opened about 
this time. The Seoul school or home was closed when these 
ladies left Korea, and the Pyengyang work has been combined 
in one institution. 

About ten years after the work for the blind was begun, 
Mrs. Hall and Mr. Rockwell (M. E. Mission) sent a Korean 
and his wife to Mrs. Mills’ school for the deaf in Chefoo, 
China to learn the system. They proved apt pupils and re- 
turned to teach others, though not many could be accom- 
modated in the little school in Pyengyang, which now became 
the home of both blind and deaf. In numbers and finances 


8 Stevens, Ist, Com. G. “The Beggar Boys’ Industrial Home” K. M. 
F. Jan., 1924, 


154 MODERN EDUCATION IN KOREA 


it is a small work but amply fills the missionary aim of “pro- 
viding certain institutions as samples of the fruits of Christian 
civilization.” * 

Dr. Hall was transferred to the Women’s and Children’s 
Hospital in Seoul, but the work for the blind and deaf is still 
carried on in Pyengyang by the ladies of the W. F. M. 5. 
though small contributions are made by individuals of almost 
all the missions. 


5.—Medical Education of Women. 


The medical education of women has been of a more or 
less informal nature. The Oriental conception of women’s 
position, the ideas of her seclusion and the segregation of 
sexes made this work more difficult in the Orient than in 
Occidental countries. (We should, of course, remember that 
it is only a short time since it was frowned upon even in the 
United States. One of the women pioneers in this field tells 
of a prominent American pastor who refused to see a woman 
who had “‘so disgraced her sex.” ) 

Miss Ellers (Mrs. Bunker), Dr. Lillias Horton (Mrs. H. ee 
Underwood) and Dr. Meta Howard were pioneer women 
physicians in Korea, but direct efforts toward medical educa- 
tion for Korean women were begun and largely carried on by 
Dr. Rosetta S. Hall. The work was opened in 1890 with five 
girls from the Ewha School, one of whom was a Japanese, 
and became the first woman pharmacist, while several of the 
Korean girls became medical assistants. There was at that 
time no medical school in either Japan or China that would 
receive women students and further study was impossible for 
most of them. One member of the class, Dr. Esther Kim Pak 
received her degree from the Women’s Medical College of Bal- 
timore, Maryland, in 1900, and returned to Korea to practice 
successfully for ten years before her death. In 1914 Mrs. 
Grace Lee received her “Wee-Sang” license (license to prac- 
tice without full qualifications), and in 1918 three Korean 
women graduated from the Government General Medical 


4 Hall, Dr. R. S. “Clocke Class for Blind Girls” Korea Mission 
Field, Vol. II, p. 175; Vol. IIT, p. 11; ibid, Vol. IV, p. 78, ‘‘Education 
for the Blind:” also Vol. V, p. 78. Perry, J. “Home for Blind Boys 
in Seoul” ibid Vol, X, p. 37. Also articles in “Christian Movement 
in Japanese Empire,” reports, etc. 


OTHER EDUCATIONAL WORK 155, 


School in Seoul and received the regular government medical 
license for Korea. Since then others have graduated from 
the Women’s Medical College in Tokyo, the Union Woman’s 
Medical College of Peking or from American institutions. The 
work has been (except for the first class) more a matter of 
helping and preparing young women to take medical training 
in the schools of Japan, China, or Korea than in the direct 
setting up of medical education specifically for women. Dr. 
Hall’s services in this and other fields have been publicly 
recognized by the government in the conferring upon her of 
a “Certificate of Merit.” There seems at present no immedi- 
ate prospect for the establishment of separate medical educa- 
tion for women in Korea, and there are many who oppose 
such a procedure. These consider that the needs along this 
line can be met through training in such institutions as al- 
ready exist. 


6. Foreign Education in Korea. 


a. Schools for Foreign Children. 


As in all Oriental centers of foreign (white) population 
the problem of education for the children of the diplomatic, 
commercial and missionary residents is acute. Where the 
climate is too unhealthy the children are early sent to the 
homeland, but where climatic conditions permit, this break-up 
of the family is delayed as long as possible and some pro- 
vision made for education on the field. In Korea the two 
largest centers of white population have been Seoul and 
Pyengyang. The formal organization of school work in Pyeng- 
yang preceded that in Seoul, and the work in the north was 
early begun on a boarding basis with children from: many 
stations attending the school. The enrollment for the year 
1924-25 averaged a little over seventy from eleven different 
centers of white residence. In addition to the Principal, Mr. 
Soltau, who is a member of the Presbyterian Mission, volun- 
tarily devoting part of his time to this work, the staff con- 
sists of a matron and four teachers. The school is organized 
on a 6-3-3 basis and the course of study is largely of the 
college preparatory type since practically! all the pupils expect 
to go to college on their return to America. A uniform course 
ior all such schools in Korea has been arranged facilitating 


156 MODERN EDUCATION IN KOREA 


transfer from one to another. Boy Scouts, Camp Fire Girls, 
and such athletics as are possible are carried on, and the 
effort is to give to these exiled children not only a high grade 
of academic education but to approximate as far as possible 
the other activities of the American school. 


The school in Seoul had an informal organization about 
1895 when a number of children were gathered together and 
taught by Mrs. Hulbert. It was carried on for some years 
by her and during her absence by the Misses Perry and Pash, 
and in 1903 a teacher was secured specially for this work. 
After 1904-05, however, the number of children for some 
years was not sufficient to warrant further attempts at an 
organized school. In 1912 Miss Van Wagoner (Mrs. H. H. 
Underwood) was secured as teacher by the newly formed 
Seoul Foreign School Association. She organized the school 
and taught for four years during which the enrollment was, 
respectively, twenty-seven, twenty-six, twenty-nine, twenty- 
nine. A small building was erected in 1914 and in 1922 a 
piece of valuable property was acquired with a building which 
was remodeled and occupied as the school house in the fall 
of 1923. The enrollment for 1923-24 was seventy-eight, despite 
the fact that there is no regular boarding department and 
practically all the pupils are from Seoul or its near vicinity. 
A residence for the staff of three teachers has been provided 
and a large assembly hall built. These advances in property 
and equipment have been largely due to the energy and 
interest of Mr. J. H. Morris, an American business man in 
Seoul. The support of the school comes. almost entirely from 
the Association, composed ia the main of the parents, and is 
a heavy financial burden. The school in Pyengyang receives 
small money grants totaling $600 per year from the Northern 
Methodist, Canadian Presbyterian and Australian Presby- 
terian Missions and the Northern Presbyterian Board con- 
tributes the salaries of two teachers. The school in Seoul also 
receives some mission or board assistance, but less than the 
older school at Pyengyang, and in neither case is it sufficient 
to greatly lessen the cost to the individual parent. 

Smaller “schools” usually with one teacher have been car- 
ried on at different times in other centers wherever there were 
sufficient residents to undertake the salary and traveling ex- 
penses of a teacher. Sonedo, Syenchun, Taiku, Chunju, 


OTHER EDUCATIONAL WORK Baby, 


Mokpo, Soonchun, and other centers have had such temporary 
organizations. In both Seoul and Pyengyang provision is 
made for high school work, though in most cases the chil- 
dren are returned to America to complete their high school 
course. Some parents consider that as soon as possible the 
child should be sent to Almerica to live his life as an Ameri- 
can in an American environment; others believe that the 
continued exile of the child is better than the separation from 
home influence and care during the critical adolescent period. 
This is one of the great dilemmas presented to the voluntary 
white exiles in an Oriental country, for the approximations of 
American surroundings which the school can give in the 
Orient are at best pitifully inadequate and the loss in “social 
education” is great, though the academic education is prob- 
ably better than in many public schools in the home land. 


b. Federal Council Language School. 


Another form of “foreign” education is the linguistic prep- 
aration of the missionary for his work in the country. Such 
language schools have existed in China and Japan for many 
years, but until recently the missionary in Korea was given a 
printed course of study and left to himself to sink or swim, 
being examined for signs of life once a year by a mission 
Language Committee. From time to time a group of new 
missionaries would secure the help of an older student of the 
language for a few weeks ina “language class,” but no formal 
organization existed. In 1919 such an informal class was 
held in Seoul in the Spring and, at the urgent request of the 
students, reopened in the Fall. Students came up to Seoul 
{rom several outlying stations and a few enthusiasts on the 
subject of organized language teaching, determined to make 
this a permanent institution. It was decided that rather than a 
continuous all-year or regular school-year session, Spring and 
Fall sessions of two months each, with the intervening time 
for home study and practice on the class-room material, would 
secure the best results. A committee took the language 
study courses of the various missions and combined and re- 
organized them on the basis of class-room and inter-term 
work for a three-year course, divided into six sections or 
grades, the student being expected to take one section each 
term. Recognition was obtained from the Federal Council of 


158 MODERN EDUCATION IN KOREA 


Missions, the course approved, a director appointed and the 
several missions were asked to accept the work of the school 
and give full credit for it. 

Certificates of work done are issued by the school and 
are now accepted in lieu of the former written and oral examl- 
nations by practically all the missions in Korea. Careful 
record is kept on individual record cards of the courses and 
erades of all students and in the years 1919-23 over one- 
third of the missionaries on the field took some work in the 
ianguage school. The funds for the carrying on of the work 
lave been derived from a small fee charged each student, 
and ibe expenses lessened by the large amount of voluntary 
teaching done by older missionaries. The need of the school 
is for more native instructors and these are being trained up 
as rapidly as possible. The average native is no more an 
expert teacher of his language than is the average American a 
competent teacher of English for the foreign born in America, 
and indeed, much less so, since the number of educated natives 
available for such work is greatly limited. Naturally the new 
missionary who enters the “school” finds many shortcom- 
ings in procedure, organization and curriculum, while the old- 
timer who lived through the former ‘‘survival of the fittest” 
method is inclined to regard the whole institution as an 
unnecessary “frill.” Despite these criticisms there seems to 
be good reason to believe that the school has done much to 
help to a better knowledge of the language and that it will 
continue to improve with time and through experience. Out- 
side reading on the history of the country and of missions 
in Korea with written reports, is required; lectures on re- 
ligions, customs and methods are given as well as a course 
on Korean geography in’ Korean. 


The school is a union enterprise under the supervision of 
the Federal Council of Protestant Evangelical Missions, and 
while no financial help is received the various missions having 
work in Seoul have allowed their members to give valuable 
teaching service and the Southern Presbyterian Mission con- 
tributed the salary and expenses of a very efficient Korean 
teacher for several terms. In 1920 the writer was put in 
charge with title of “Director” and continued in that position 
during the first six terms (through Fall of 1922) when he 
resigned and the work passed under the very efficient direc- 


OTHER EDUCATIONAL “WORK 159 


tion of Mr. E. W. Koons, who had had a large share in the 
first informal organization in 1919. Dr. E. M. Cable was also 
one of the first group and continued to give valuable assistance 
in both teaching and organization as did Mr. Appenzeller and 
many others. 

When the importance of the language factor in all forms 
of missionary work is considered, the Language School and 
its work assumes a place as almost a pre-condition of other 
forms of mission education. 


7. Review of Missionary Education. 


In considering the work of missions and its results in 
Korea, or in any other country, the non-missionary reader 
should bear in mind the fact that education Perase: 1s) not 
the primary objective of the missionary movement. We are 
not concerned at present with a discussion as to whether 
missionary objectives have been correctly or incorrectly de- 
termined. The fact remains that only the bodies and organ- 
izations which are motivated by religious enthusiasm have 
undertaken missionary work and as a natural corollary they 
have done so with the primary aim of bringing other peoples 
within the scope of this religious dynamic. Education in every 
case takes a distinctly subsidiary place. There are in general 
three reasons for, or purposes of, education, in the missionary 
program. These are not necessarily mutually exclusive, but 
are distinct enough to be separately classified. 

First, education is offered as a means to overcome prej- 
udices and attract the native to the religion which is preached. 
It is an attempt to bring him within the reach of the church 
and its agents. When this is the case the education is often 
free, and special attractions are offered in reduced boarding 
fees and in other ways. It is possible that the first three 
schools in Korea were originally founded with this idea. 
though it is equally possible that they were begun that the 
agencies for the training of workers might be ready when 
needed. Whatever may have been the first motive, this type 
of work has never been emphasized in Korea, and exceptin 
one or two isolated instances has never been done. Some of 
the work of the Y. M. C. A. has been in general along this 
line; the recently founded Lambuth Institute in Wonsan 
seems an instance of this form of education, and part of the 


160 MODERN EDUCATION IN KOREA 


service of the Women’s Evangelistic Centers might possibly 
be so classified. In general, however, circumstances have 
made it unnecessary. 

Secondly, education is given for the purpose of training 
those who have already accepted Christianity. This may limit 
itself to the training of religious workers, or may extend to 
the training of Christian workers in several lines of service. 
Such has been the aim of practically all of the education given 
by the missions in Korea. This explains the delay in the 
larger emphasis on education and defines the sense in which 
“education has been forced on missions in Korea” by the 
ereat influx of Christians to be trained. 

The third purpose of educational work is that referred to 
by Dr. Avison as the “providing of certain social institutions 
to serve as samples of the fruit of developed Christianity.” ° 
This aim may be and often is combined with either of the 
others. It is more often the practical functioning of “the 
immense fund of altruistic feeling,” which is the characteristic 
of Christianity® than a deliberate attempt to produce a 
“sample institution,’ though often the conscious effort is 
later added to the work, kegun from an involuntary sympathy 
for certain classes or individuals in an Oriental society. 

With these facts in mind we are in a better position to 
review the educational efforts of the missionaries in Korea. 
From the opening of the work in 1885 to the end of the last 
century the chief and almost the only emphasis was the evan- 
gelistic. A few schools were opened almost at once, and 
throughout this period there was a gradual but steady in- 
crease in the number of the elementary schools, corresponding 
roughly with the increased number of Christians. The num- 
bers were not sufficient, nor the academic progress of those 
few in the schools great enough to warrant the use of the 
few workers and scanty funds in efforts for secondary educa- 
tion. On the other hand, the attitude of the people was so 
favorable and the results so successful as to make unneces- 
sary the expenditure of large funds in education as an evan- 
gelistic agency. 

From 1900 to 1910 a different situation brought, of necessity, 

5 Avison, Dr. O. R., “Can It Be Done?” K, M. F. Jan., 1924, Vol. 


XX Da Os 
6 Kidd, B., “Social Evolution’ Chapters VI, VII. 


OTHER EDUCATIONAL WORK 161 


a different result in the line taken by missionary work. The 
cumulative effects of the work of the first fifteen years were 
felt in such force as to resemble the tropical storm which 
appears to have suddenly gathered from nowhere. From the 
class of fifteen “forming the nucleus of an academy” in one 
station, and the plan for an “intermediate school” in another, 
we turn to find “academies,” “high schools,” “training insti- 
tutes” and what not, suddenly spring up in almost every 
mission station, and filled with hundreds of students. These 
cumulative effects showed themselves as much in the elemen- 
tary as in the secondary schools, and where, formerly, such 
schools as existed had been mainly in mission stations or 
near enough to be within reach of missionary supervision, 
there now sprang up hundreds of little schools, in almost 
every Christian group large enough to afford such expenses 
as these primitive attempts required. 

Another factor also entered into the situation to a very 
large degree. In 1894 the China-Japan war was fought, partly 
in Korea, and the people saw modern weapons in action 
against the bows and arrows, demon-masks and muzzle load- 
ing muskets of the Chinese. In 1904 the Russian-Japan war 
showed that these modern methods of the Occident could 
be used by the Orient even against the Occident. The year 
1905 and the protectorate showed that they would be used 
by the Oriental who possessed this knowledge against the 
Oriental who lacked it. These events and the progressive 
spread of more or less vague ideas about the learning of the 
west combined to put talk of “‘kaiwha” (progress) and 
“kyoyuk” (education) in every mouth. Many purely native 
educational enterprises were begun at this time, but what 
Was more natural than for at least a large percentage to turn 
to the Westerners from whose countries all of this “progress” 
came? That the schools of the period were more or less 
“jerry built” structures is no more surprising than that the 
buildings of a boom-town are frame rather than massive and 
enduring stone edifices. It is one thing for a man and his 
wile to teach a class of fifteen, and quite a different thing to 
run a school for several hundred, providing them with texts, 
teachers and even the elements of school equipment. The 
further result on the elementary schools of the demand for 
secondary education and the attempt to meet it can be 
imagined. These little schools could be run and were being 
run by the native churches, the higher work was already a 


162 MODERN EDUCATION IN KOREA 


heavy burden for the missions and far beyond the native 
resources. The principle of self-support lent a hand to the 
pressure of popular demand and financial stress, and for good 
or bad the policy of mission support of secondary, and native 
support of elementary schools was launched. The same con- 
ditions which combined to bring about this situation in regard 
to elementary schools contributed to the neglect of industrial 
education. In this case, in addition to the positive demand 
for secondary schooling there was the fact that the natives 
did not want industrial schools and industrial training. The 
development of industries is only now beginning and the rela- 
tive lack of economic demand was added to the age-old 
prejudices and the crying need for teachers in the 
new schools. Many institutions attempted to give such 
training in conjunction with “self-help” departments as we 
have seen. Here and there a voice was raised for special 
industrial) schools, but it is not easy to convince boards of 
missions, or any other body of people, of the need for the 
expenditure of time and money on a form of education that 
is not wanted, when there are not adequate funds to provide 
the type which is in demand. 

In 1910 came the annexation of the country by Japan, and 
the period from that date till 1920 was distinctly different 
in its characteristics from those which had preceded it. Tor 
almost the first time the schools came in contact with govern- 
ment standards and requirements. An administration which 
looked with grave suspicion on all private education and 
frankly looked forward to its rapid elimination was not in- 
clined to make it easier for these schools to adjust themselves 
to the new conditions. The regulations concerning religion 
(1915) still further complicated the problem. Many of the 
elementary schools were forced to close and all schools felt 
that their existence was precarious. It was in general a 
period of consolidation and of more or less unwilling adjust- 
ment to a new and difficult situation. In the case of the 
mission schools this was due, not to political prejudice against 
Japan, but to irritation at the interference of a_ militarist 
rule and to the religious restrictions which seemed to be an 
infringement of liberty and a reversal of previous pledges and 
euarantees. The difficulties were increased by the narrow 
and difficult course to be navigated between the very natural 
feelings and political aspirations of the Korean people, and 
especially of the student class, on the one hand, and the equally 


OTHER EDUCATIONAL WORK 163 


natural demands of the government that political plans and 
“dangerous thoughts” be not fostered in the schools. 


Moreover, no one knew just what a legally defined “dan- 
gerous thought” looked like, since at various times texts such 
as “Love your enemies,” the hymn “Onward Christian Sol- 
diers” and talks on the evils of tobacco (a government 
monopoly) had been put in this class by the overzealous 
police of the time. 

In 1919 the Independence movement closed practically all 
schools for some months, and in 1919 His Excellency Admiral 
Baron Saito assumed the duties of Governor General and 
a new educational period as well as a new administration be- 
gan. While raising the standards of education through the 
ordinance of 1922, the present administration has removed 
many of the unnecessary restrictions and has had the wisdom 
to admit that, as yet at least, there are many parts of Korea 
where any school is better than no school. 

Before 1910 there was no system of education. From 1910 
there was a system of a low grade, which had in it no place 
for private education.? Since 1920 there is a plan for a higher 
system in which there is a possibility for the legitimate de- 
velopment of private education. The increase in the number 
and quality of the government schools enlarges the scope of 
the task, but the opportunities are correspondingly greater 
and the missions are encouraged to believe that questions of 
conscience will not be used to debar them from recognition. 
The schools and workers on the fields have realized that a 
different situation and increased opportunities face them. 
Whether the bodies supporting this work will make it pos- 
sible to meet these conditions remains to be seen. If they 


“Legal provision was made for private schools but the attitude of 
the government makes the above statement possible. 


8 Figure 23 shows the percentage of the total number of workers 
(exclusive of married women) engaged in Evangelistic, Educational. 
Medical and other work. This requires a word of explanation, since 
it is based on the classification of workers by the individual missions, 
and by no means shows the full educational force, Thus Rey. Blank 
is Classified as “evangelistic worker” but gives half his time to the 
station school, similarly Dr. X’s main work is in the Severance 
Medical College but is classified as “medical” rather than “educational” 
worker. Even when these limitations are not considered the per- 
centage in both medical and educational work shows a slow but 
marked gain. The fluctuations are due to the changes of disease, 
death, and necessary resignations to which all mission work is subject. 
(See Appendix J for statistics on this.) 


164 MODERN EDUCATION IN KOREA 


do so there is no reason why missionary education in Korea 
should not do its greatest work 1n this period, which is just 
beginning. 


CHOSEN CHRISTIAN COLLEGE. 


Professor’s Residence. 


165 


WORK 


OTHER EDUCATIONAL 


Percentage Total Missionaries in Rdua.,Zvang.s,Me@ical ari 


Fig-23 


F 
i 


eee 


ee 


NY] 


HH 


ic 


u 


EET 


| Tt 


wh 


,Sim Missions. 


%ther York 


z 
eH 
f 


fs 


Pr | 


HH 
H 


= 
= 
Ty 


CH 
Poe 


2 


aaan>- 


Coe 


The Tt | 
See 
oo 


Bz 


166 MODERN EDUCATION IN KOREA 


CHAP Pike Vell 


IV. KOREAN PRIVATE EDUCATION. 


The main purpose of a section on private Korean education 
is to give some idea or estimate of the type and extent of the 
efforts which the Korean is making to utilize modern knowl- 
edges and methods for his own education. 


In, order to form such an estimate it is necessary to take 
into consideration both the educational institutions and work 
founded and conducted by Koreans, independent of the gov- 
ernment and the missionaries, and the share which they have 
in the work conducted by these agencies. Unfortunately an 
accurate estimate of either of these phases of native effort is 
impossible. The statistics gathered and published by the 
missions usually include “Total Native Contributions for 
Education,” but fail to give any indication as to what propor- 
tion of the tuition is paid in native-supported church schools, 
as against that paid in the mission schools. — 


The government at times lists only such private schools 
as are recognized, at times makes a difference between secular 
and religious schools, and at times lumps all unrecognized 
schools under the heading of “Various Private Schools.” In 
no case do they give any hint as to the source of the funds 
expended, i.e., native or foreign, and often fail to give the 
expenditure at all. In addition to the different grades of recog- 
nized schools, and the class of miscellaneous institutions called 
“Various Private Schools,’ the government also publishes 
data on the native ‘““Sohtang,” but without any statement as 
to the criterion by which the lower type of unrecognized 
school is differentiated from these village school rooms. Ap- 
parently a large number of what have been listed by the 
missions and churches as schools are classified by the govern- 
ment as “Sohtang.” It is plain then that to attempt to 
combine the data from mission sources with data from the 
government statistics for a total would lead to entirely er- 
roneous conclusions. 


PRIVATE EDUCATION 167 


We have attempted, therefore, to present such facts from 
the mission reports and statistics as will enable the reader 
to gain a general impression both of the amount and propor- 
tion of the native share in the schools already described in 
the sections on missionary education. 


Following this, such information as may be derived from 
the governmental reports on private education, is given in 
four sections dealing, respectively, with what are officially 
denominated Various Private Schools, the “Sohtang” or vil- 
lage schools, recognized Common schools and lastly the Higher 
Common, Collegiate and other institutions. These four sec- 
tions are then briefly summarized so as to leave with the 
reader the situation as a whole; and finally a few paragraphs 
are devoted to the more informal educational work under 
Korean direction and support. 


1. Korean Share in Christian Education. 


As has been already indicated there are no very definite 
figures on which we may base ari exact estimate of the part 
which the Koreans have in the Christian educational work. 
The Federal Council of Missions publishes each year the totals 
of ‘Native Contributions to Education” as reported by each 
of the member-missions. These amounts for the years 1913-23 
ar2 as follows:! (See Fig. 24.) 


Total Native Contributions for Education (Six Mis. 
sions) 


Yen 70,374.00 
tuk sae 81,680.00 
Sc ae 60,847.00 
76,403.00 
111,958.00 
129,274.00 
223,805.00 
223,805.00 
387,872.00 
432,170.00 


In the 1923 report of the same body the total “Board Grants 
for Native Work” show a grand total of Yen 433,686.00 in the 


1 Min. Annual Meetings Federal Council of Protestant Evangelical 
Missions in Korea, 1913-1923. 


OREA 


X 


| 


IN 


MODERN EDUCATION 


168 


Figes4 


CH 


Native Contributions for Bdnoation, Six Misaions, 1913-1928 


oH 
co 


PRIVATE EDUCATION 169 


educational class for the six missions. This does not include 
the salaries of missionaries, but it is not clear whether it does 
or does not include the grants for the Higher Schools, such 
as the Chosen Christian College, Severance Medical College, 
the Union Christian College, etc., etc. If we accept this at 
its face value we have: 


Native Contributions, 1923... Ay ee Yen 432,170.00 
Board Grants eld iCalnael Oo or oee ee 433,686.00 


865,856.00 


or what is almost exactly a half and half division between 
native and foreign support of all Christian educational work, 
from the “Sohtang,” which involve a per pupil cost of slightly 
over seven yen, to the colleges where the costs of education 
run to about Yen 300 per student. Even if we go on the as- 
sumption that the appropriations for the higher schools have 
not been included in the report quoted the maximum amount 
to be added could hardly exceed Yen 150,000, bringing the 
mission share to Yen 583,000 and the total native and foreign 
to Yen 1,015,856, which still makes the proportion of native 
junds something over 42%. 

If we study the various reports of the missions as to the 
amounts and percentages of mission funds used in various 
types of schools we get somewhat more detailed estimates 
which lead to the same general conclusion. In elementary 
education the Northern Presbyterians report that 386 out 
of 400 schools (96.5%) are entirely self-supporting. Mr. Ap- 
penzeller states that the grant for lower schools for the North- 
ern Methodist Mission in 1924 was Yen 14,000, or an average 
of Yen 93.00 each for the 150 schools listed. These schools 
have an average enrollment of eighty-seven, and if we take 
the very low per pupil cost of the “Sohtang” as given by the 
government for 1923 we get an average current expense of 
Yen 630 per school, making the native share about 85% oi 
the total. A questionndire circulated in the districts of the 
Southern Methodist Mission in 1924-252 show Yen 37.180 of 
foreign and Yen 44,681 of native funds expended in elementary 
education or slightly over 54% from native sources. Taking 

“Prof. Pagher ote thexce GC. G. kindly secured this information for 
the writer. For detailed report see Appendix H. 


170 MODERN EDUCATION IN KOREA 
the percentage of these three missions, 96%, 85% and 54% 
we get an average of 78% as a rough estimate of the Korean 
share in elementary Christian education. 

Similarly for the secondary schools we have a series of 
reports from a number of missions which may be taken as 
typical. 


Mission and School % Native Money 
NeED Missions osChoOOlsmLOZSm (8) ieee erent ta 70% 
N. M. Mission, Pai Chai Schools, 1924 (4) 70% 
S. M. Mission, all schools, 1924 (5) cccecceccsecscsrsmsrsnnmeenerne 46% 
S. M. Mission, 4 sch. sec. & Elem. Grades, 1924 (6) 28% 
C. P. Mission, all schools, 1924 (7) ceecceccecscsssccnsenetneemenne 54% 
Average 53% 


It is obvious at a glance that this is lower than it would 
be if the above figures were properly weighted, thus the four 
schools of the Southern Methodist Mission are given equal 
weight with the eight in the Northern Presbyterian Mission 
and all the schools of the Southern and Canadian Presby- 
terians. Furthermore, these are the percentages in the sec- 
ondary schools which are actually receiving mission support, 
and no account is taken of the six schools in the Northern 
Presbyterian, five schools in the Southern Presbyterian dis- 
tricts, etc., which are receiving no mission aid. Taking these 
{actors into consideration it would be conservative to estimate 
the percentage of native support of Christian secondary edu- 
cation at 60%. 

The percentage received on the field for the support of the 
higher educational institutions is, of course, much lower than 
for either elementary or secondary. No definite figures seem 
to be obtainable here except the report of the Chosen Christian 
College for 1923-24 in which slightly over 25% is reported as 
from native sources. It is possible that in some of the schools 
the native receipts may somewhat exceed this proportion and 
there is every indication of a rapid increase in the financial 
part taken by the Koreans in college education. For the pres- 
ent, however, we may take it as a reasonable estimate of the 


3 Min. 1923 Annual Meeting N. P. Mission. 

4 Statement by Mr. Appenzeller. 

5 Statement by Mr, Swineheart. 

6 Figures from questionnaire circulated by Prof. Fisher. 

7 Statistics furnished by Dr. Armstrong, Canadian For. Mission Bd. 


PRIVATE EDUCATION iA 


relative burdens carried by the missions and the natives in 
this branch of the work. We have, then, at least, circum- 
stantial evidence to support the statement that at present 
the Koreans are paying about 75% of the costs in elementary 
schooling, 60% in secondary and around 25% in higher educa- 
tion. This in turn brings us back to our original estimate of 
between 40% and 50% as their total share in all forms of 
Christian education. 


The writer is perfectly aware of the general character of 
the evidence cited and the lack of mathematical exactness in 
the estimate, and is aware that more exact reports might shift 
the percentages 5% or even 10% either way. On the other 
hand, the experience and observations of eleven years in edu- 
cational work in Korea, during the course of which time 
schools in twelve of the 13 provinces were personally visited, 
leads him to feel that the figures given are reasonably accurate 
and err, if at all, in minimizing the share of the load which 
the Koreans have already assumed. It must also be remem- 
bered that all this deals merely with the actual expenditure 
in yen and sen and that no figures in such terms can represent 
the service rendered by hundreds and thousands of Korean 
men and women in these schools. It would be impossible 
to even estimate the monetary contribution which they make 
each year by giving their services at salaries below the figures 
which they could command elsewhere, This is, of course, 
proper and fitting, but the American reader must remember 
that there are men still living in Korea who went to school 
when modern education was unheard of, and the only maps 
known showed China in the center of a flat Square earth with 
a few small and unimportant dots scattered around the edges 
to indicate the rest of the world. From this point of view 
the native work in and for modern education today presents 
a startling transformation. 


The government reports to which we turn in the next 
section are for private education as a whole, and the schools 
with which we have been dealing in the sections of missionary 
education are all included in its figures under one classification 
or another. In the study of the data given it will be safe to 
assume that at least 95% of the schools listed as “religious” 
are Christian, but exact estimates of Christian education, from 
these statistics are impossible. 


172 MODERN EDUCATION IN KOREA 


2. Government Reports on Private Education. 


The statistics published by the Government-General of 
Chosen divide the educational institutions of the country into 
four main classes. Government schools of each orade® ; a mis- 
cellaneous lot of unrecognized schools, denominated “Various 
Private Schools ;” the “Sohtang” or village schools, arid récop> 
nized private schools of the different erades of education. 


a. Various Private Schools. 

Most of the private schools of the country are listed under 
the two heads of “Various” and “Sohtang” and almost all 
the better grades of modern schools are in the first of these 
categories. This classification seems both logical and fair, 
but, as was the case in the mission reports, the criterion by 
which the division is made between the “Various” schools 
and the “Sohtang” is not clear. The reports would also be 
more valuable if there were further differentiation between 
elementary, secondary and higher. It is to be regretted that 
the more detailed data which is available for the years 1913-1% 
is not now to be found in the reports®in which at present 
only the number of schools and total students are shown. 


The accompanying table has been put together from a 
variety of government publications in an attempt to provide 
for 1911, 1912 and 1918-1923 the data given in the “Manual 
of Education in Chosen” for the years 1913-1917. The blank 
spaces are still distressingly many, but there appears to be 
no published source from which they may be filled. The per- 
pupil cost has been estimated from the enrolment and cur- 
rent expenditure figures and added to the table. 


SA differentiation is made between “Government” and “Public” 
schools but the writer has called both of these government schools. 
See sections on Government education. 

9 The Reports of Reforms and Progress are referred to. 

x Manual of Education for Koreans (1913), 


+ Manual of Education for Chosen (1920). 

* Statistical Pamphlet by Bureau of Education Govt. Gen. of 
Chosen, 1923. 

+ Above mentioned Pamphlet and Rep. Reforms and Progress 1921, 
1922. 

§ Report of Schools in Chosen, Education Jureau, Government 
General of Chosen, 1924 (in Japanese). 


PRIVATE EDUCATION 173 


Statistics of Various Private Schcols in Korea 1910-1923. 


No, of 
Year Type Sch. Boys Girls Total Expenses Cost 
x 1910 Secular 1302 Yen Per 
Religious 778 Pupil 
Total 2080 
x 1911 Secular 1044 50559 545,167 Y10.78 
Religious 677 20963 181,105 8.64 
Total & Av. 1721 FAUSZ ZH 226.27 20.15 
x 1912 Secular 817 39362 342,705 8.76 
Religious 545 18017 174,739 9.68 
Total 1362 57379 =—5517,444 9.22 
+ 1913 Secular 1 IONS7 13 22 S09 DS 84.058 oS 
Religious 487 15367 4704 20071 239,972 11,95 
Total 1283 52540 6226 58766 624,527 10.58 
+ 1914 Secular 1093709 9 LOZ 53 9524.88 371,302.05 .9:39 
Religious 473 2.20185. (6016 626201 4 -302,6077, 11°55 
Total 1242 58084 7741 65725 673,909 10.25 
¥ 1915 Secular 704 32889 1642 34531 355,392 10.29 
Religious 450 15489 6413 21902 281,668 12.70 
Total 1154 48378 8055 56433 637,060 11.22 
+ 1916 Secular 624 30465 1495 31960 316,785 9.91 
Religious AZ 5542607 SOmMECLOL EMS). / A NL ZISe 
otal 1045 46007 8280 54287 602,562 11.12 
+ 1917 Secular 518 26816 1258 . 28074 294,806 10.42 
Religious 35 0mlAS99 72578) 21656 289.780 13239 
Total 868 41215 8515 49730 583,984 11.90 
* 1918 Secular 461 
Religious 317 
Total 778 
* 1919 Secular 444 
Religious 298 
Total 742 
~ 1920 Secular 410 
Religious 279 
Total 689 370609 
~ 1921 Secular 356 
Religious 279 
Total 635 53396 
* 1922 Secular Doe 
Religious 262 
Total 614 
§ 1923 Secular 376 41644 5387 47031 910,502 19.38 
Religious 273 24228 11958 36186 7645523°521.10 


Total O49) 2.698725 17345. 83217 1.675025" 20.18 


174 MODERN’ EDUCATION IN KOREA 


Fig, 25-28 which present the features of these statistics in 
graphic form are worth the reader’s careful attention. The 
upward start of the curve showing the number of private 
schools, since the 1922 educational edict; the change in the 
ratio of per-pupil expenditure between secular and religious 
schools; the marked difference in the enrollment of girls in 
religious and secular, and the increase of 100% in the per- 
pupil costs in all the private schools in ten years, are all 
significant to the students of education in Korea. 


If the reader is willing to accept the estimate of 50% as 
the probable share of the Koreans in Christian education he 
may be willing to subtract this per cent from the totals 
given for religious schools, and call the balance the amount 
spent by the Koreans. Due to the indefinite character of the 
data on which our estimate was based such a conclusion will 
be far from exact, but is suggested to aid the reader in form- 
ing an idea of the gross expenditures of the Korean people 
for education. 


b. The “Sohtang” (Japanese “Shodo.’’) 


Frequent references to these native institutions make an 
exhaustive description unnecessary here. They are essentially 
a survival of the old-time classical education in which the 
boys of the village were gathered in one room, to begin the 
long journey toward scholarship in the Chinese classics. Even 
without the changes and modification of recent years the 
“Sohtang” brought education into almost every village in the 
country and opened the doors of advancement to practically 
every boy who was mentally equipped to seize the oppor- 
tunity. It was probably patriotic zeal which lead Mr. Soh 
of the Korean Embassy in Washington to report in 1894 
that there was hardly a man or woman in Korea who could 
not read. Making large allowance for his roseate views of 
his country, it is still true that there was hardly a village of 
any size which did not have its village school, and that the 
education of the time was both more esteemed and more 
wide-spread than in any European country up to compara- 
tively recent times. 

We are not primarily concerned, however, with the “Soh- 
tang” of some hundreds of years ago, but with it as a factor 
in education today, A glance at the statistics (Fig. 29) will 


PRIVATE EDUCATION 


Fig+25No. of "Various? Private Schools,Secular & Religious 1910-1923 


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MODERN EDUCATION IN KOREA 


176 


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PRIVATE EDUCATION 


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Fig.27 Bnrelimont,50ye and Girls in Seonlar and Religious Schools 


40000 


50000 


Religious & Sec 


MODERN EDUCATION IN KOREA 


Per Pupil Expenditure "Various 


178 
Fig-28 


Tia Schools 


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PRIVATE, EDUCATION 179 


show the reader that so far from passing out of existence it 
has, on the contrary, shown a very remarkable growth. This 
is partly due to the classification of what were formerly listed 
as schools under this heading and partly to the fact that the 
greater freedom allowed to the Sohtang has encouraged the 
opening under this title of such little schools as we described 
in a former section. Despite this relative freedom from re- 
strictions the opening of new “Sohtang” on purely old-fash- 
ioned lines is much discouraged, and it is probable that prac- 
ucally all the village schools opened since 1911 as well as a 
large number of the pre-existent schools have adopted some 
modern features. The Korean vernacular script, Japanese and 
arithmetic are the most common additions to the curriculum 
with sometimes a little of geography and more rarely history. 
The younger teachers are more and more attending the pro- 
vincial normal classes, and parents and teachers are making 
the adaptations demanded by the times." A: part of this re- 


Statistics of Village Schools (Sohtang) in Korea 1911-1923 


Cost per 
Year Sohtang Teachers Boys Girls Total Expenses Pupil 


x 191155. 10,540 16,711 141,034 570 141,604 Y 466,214 Y 3.25 
1912 18,234 18,435 168,728 349 169,077 591,476 3.49 
1913 20,468 20,897 195,298 391 195,689 706,724 3.61 
1914217558 21,570 203,864 297 204,161 687,961 Ayer 
1915 23,441 23,0749229,028 522 229,550 734,207 3.19 
1916 25,486 25,831 258,618 917 259,535 864,504 3.03 


1917 
1918 24,204 24,520 264,023 812 264,835 1,148,516 4.33 
1919 
+ 1920 24,030 275,920 
+ 1921 25,492 292,029 
1922, 


g PEE Pali ey! 21.699 275,952 4,910 280,862 2,044,405 Ege 


x 1911-1916 & 1918, Manual of Education in Chosen 1920, p. 97. 

7+ Report of Reforms and Progress in Chosen 1920-21, 1921-22 
Statistics. 

* Report of Schools in Chosen Bureau of Education, Govt. Gen. of 
Chosen, pp. 71, 72 published 1924 (in Japanese). 

10 The above is not to be taken to mean that the old-fashioned 
schools have been entirely and miraculously transformed but that the 
tendency to change is very marked. There are still many “sohtang” 
which differ only slightly from those of 100 years ago. 


ik0 MODERN EDUCATION IN KOREA 


TYPES OF CITURCH ELEMENTARY SCHOOLS 


182 MODERN EDUCATION IN KOREA 


markable change is in the number of girls enrolled. We are 
unfortunately unable to trace the increase between 1915 and 
1923, but the difference is startling in view of the conservatism 
of these old-fashioned schools. The figures for 1923 are given 
in full in the appendix for the benefit of workers in Korea 
who may be interested in the distribution of these schools 
and scholars in the several provinces. 

Perhaps the large place which the village schools still fill 
may be better understood in the light of the facts that while 
there is an estimated school population of over four millions 
in Korea there are as yet only 1,008 public and private com- 
mon schools with an enrollment of slightly over 317,000 
pupils. Since so small a proportion of the possible school 
population is in school it seems likely that for some time to 
come the Sohtang will continue to furnish all the education 
which a large portion of the boys and girls of the country 
will get. 


c. Private Common Schools. 


Satisfactory information on private common schools from 
the time of the protectorate down to the new educational ordi- 
nance or from 1907 to 1922 is almost entirely lacking. [From 
190% to 1917 certain statistics were published in the Reports 
of Reforms and Progress in Chosen, but after that time they 
do not appear in recognizable form till 1923. These figures 
for 1908-1917, inclusive, are given herewith. The effect of 


Private Common Schools in Korea 1908-1917."! 


No. of No. of Pupils 

Schools Teachers Boys Girls Total 

i linc St re a ct tee 
1908 48 83 2529 — 2529 
1909 44 112 2855 ~-— 2855 
1910 72 205 5011 128 5139 
1911 74 Zi2 4477 260 4737 
1912 24 114 1744 (2a 2499 
1913 20 97 1330 442 1772 
1914 20 91 1528 306 1834 
1915 17 84 1122 314 1436 
1916 19 77 1305 184 1489 
1917 24 101 1786 266 2052 


11 Report of Reforms and Progress in Chosen, 1907-08 to 1916-17. 


PRIVATE EDUCATION 183 


the Ordinance of 1911 is plainly visible in the sudden drop 
from seventy-four to twenty-four schools in the reports for 
1912, with a still further drop in 1913. It is also probable that 
the Regulations for Private Schools of 1915 had something to 
do with the falling ofi at that time of some 400 students and 
the closing of three schools. The expenditure for these schools 
is not given, and the reports tell us little of interest or value, 
and from 1917 even this information is not published. 

Fortunately we have somewhat fuller information for 1923 
furnished in the “Report of Schools in Chosen” to which 
frequent reference has been made. The report is up to May 
1, 1923, and shows forty-nine private common schools with 
271 teachers and an enrollment of 8,626 boys and 3,005 girls 
or a total of 11,631. The current expenses for 1923 are given 
as Yen 199,812 or Yen 17.18 per pupil. This includes the 
fifth and sixth grades, which are required under the new 
ordinance, but which in practice have not as yet been added 
in all schools. It is therefore not surprising that there are 
only 860 pupils in these two grades, with 1,735 in the fourth, 
2,486 in the third, 3,327 in the second and 3,223 in the first 
grade. In addition to the current expense an “extraordi- 
nary” expenditure of Yen 141,751 is reported which in most 
cases indicates the expenditures for equipment necessary under 
the higher standards of the present ordinance and for the 
two additional grades. 


d. Secondary, Higher and Other Private Schools. 


We have already stated the impossibility of securing definite 
information as to the number of secular private schools doing 
secondary work, but not recognized as “Higher Common 
Schools.” Indulgence in further ‘guessing would place the 
number at about fifty as a maximum, but in a total estimate 
of Korean private education they must be taken as included 
in the government figures on “various” private schools. For 
the recognized schools we have the recently published gov- 
ernment statistics for 1923. Rather than attempt separate sec- 
tions for secondary and higher schools we have tabulated the 
figures for all private schools of these grades for Koreans. 
These include, of course, such mission schools as are recog- 
nized, both secondary and higher. The three private colleges 
which are listed are the Chosen Christian College, the Sever- 


184 MODERN EDUCATION IN KOREA 


ELEMENTARY EDUCATION 
Rural Church Elementary School, Sariwon 
Junior Champions of Seoul, West Gate 

Christian Common School, Seoul 


PRIVATE EDUCATION 185 


ance Union Medical College and a native college located in 
Seoul and known as the Posung Law College. The Ewha Col- 
lege, the Pyengyang Union Christian College, and the Nurses’ 
Training School are all included in the list of various schools.!2 
The seminaries and purely religious schools are not reported 
by the government at all. 

The appendix to the same report also lists thirty-seven pri- 
vate kindergartens for Koreans with 1,277 boys and 1,076 
girls enrolled with a current expenditure of Yen 45,073, or an 
expense per child of Yen 19.15. 


Recognized Secondary and Higher Private Schools in Korea, 1923. 


No. of No. of ; Cost per 
Type Schools Tchrs. Boys Girls Total Expenses Pupil 


SS 
Yen Yen 


Higher 


Common 8 174 4,657 4,657 318,811 68.45 

Girls 

High.Com, 5 59 880 880. 160,051 181.87 

Commercial 3 43 366 366 88,433 

Jap. Pupils (276) (276) x137-/4 

Colleges 8) 69 445 445 140,544 315.60 
Total 19 345 5,468 880 6,528 Y607,839 

3. Summary of Korean Private Education (Government 
Statistics). 


We are now in a position to tabulate the data dealt with 
in the preceding sections and find the total pupils and expendi- 
ture in private education in Korea. 

Totals for all Private Education in Korea (1923). 
No. of Pupils Cost per 
Type Schools’ Boys Girls Totals Expenses Pupil 


Sohtang 21,057 =~ 275952 4910 280,862 Y2,044,405 Y 7.27 


Various 649 65872 17345 83,217 1,675,025 20.13 
Kindgns 37 1277 1076 21393 45,073 19.15 
Common 49 8626 3005 11,631 199,812 17.18 
H, Common 8 4657 4,657 318,811 68.45 
FipnGos Girls 5 880 880 160,051 181.87 
Com’ cial 3 366 366 88 433 137.74 
Colleges 3 445 445 140,544 315.60 


Zi Sis 357195 27216 384,411 Y4,672,154 AOE Me 


x (The per-pupil cost is based on the total number of Japanese and 
Korean students, though the Japanese students have not been in- 
cluded in the other totals.) 

12 This report (1923) was published before Ewha & Pyengyang 
were recognized. 


186 MODERN EDUCATION IN KOREA 


This table shows almost 400,000 boys and girls in the soh- 
tang and other private schools in Korea and gives Yen 4,672,- 
154 as the government's estimate of the yearly expenditure in 
private education in Korea from which we get Yen 1.15 as the 
average per-pupil cost for all types of schools from “sohtang”’ 
to college. To merely transform these figures into dollars and 
cents would give the American reader no idea of the real 
value of this sum of money in Korea. The simplest interpre- 
tation is in terms of daily earnings. The average wage rate 
in Korea is roughly one-eighth that in the United States,” 
and if we multiply these figures by eight before changing 
them into dollars we shall come much closer to a representa- 
tion of an equivalent sum in America. Such a procedure would 
eive us a per-pupil expenditure of $48.60 in terms of earnings 
in America. This is $7.70 more than average annual per- 
pupil cost for current expenses in the public elementary and 
secondary schools of the United States for 1920, and more 
than the per-pupil cost in such schools for twenty of the 
states of the union! In the same way the figure of Yen 
4,672,154 is more fairly represented by approximately $18,688,- 
000. Such a basis of comparison is subject to several criti- 
cisms, but is certainly more nearly correct than the mere 
statement in dollars without regard to difference of earning 
power in the two countries. 

In addition to the direct education of the private schools 
there have sprung up several more informal agencies of gen- 
eral education which are significant of the attitude of the peo- 
ple and of their social development. 


4. Women’s Educational Associations. 


A small but interesting movement is represented by what 
is known as the “Korean Women’s Educational Association.” 
This is a society of women aiming at bringing to their sisters 
such elementary education as will help them to meet the 
changing conditions of present day life in the peninsula. As 
yet its work has been largely confined to the city of Seoul 
where evening classes are held at one or more centers with 
instruction in the three “R’s,” in domestic economy, care of 


13 See p. 95 for wage rate six trades in Korea for 1922. 
14 “Statistical Survey of Education 1919-20,” p. 23. U.S. Bureau of 
Educ., Bulletin, 1923, No. 16. 


PRIVATE EDUCATION 187 


children, hygiene, etc. Most of the leaders are Christian 
young women who are voluntarily giving their services to the 
work, Their financial backing is small and there are many diffi- 
culties in their way. Whether the Association has the growth 
which it seems to deserve or whether its career be short- 
lived the movement is significant when we think of the posi- 
tion of women in Korea within the past decade and even today 
in many regions of the country. A few branches of this so- 
ciety, or similar societies to it, have been organized in different 
parts of Korea with evening classes for women, sewing 
schools, and kindergartens as main lines of work. 


Der Yow CA. 


Equally significant from the point of view of woman's 
awakening and realization of her responsibilities in educa- 
tion is the Korean Y. W. C. A. This was organized in June, 
1922, at a conference to which invitations were issued by a 
small group of educated women in Seoul. Sixty-five repre- 
sentative women from all parts of Korea attended and be- 
came the charter members of the society. A second summer 
conference was held in 1923 by which time five city and 
eleven school branches had been established with a total mem- 
bership of over 2,000. In the fall of 1924 a representative of 
this Association was sent to the United States and is now 
taking special training at the Y. W. C. A. school in New York 
to fit herself for the position of Association Secretary in Korea. 
The program of the society is three-fold, first, a publication to 
be both religious and educational; second, education and work 
against the drink evil, and third, education as part of a cam- 
paign against licensed prostitution. Night classes for women 
are also conducted by some of the branches. The local so- 
ciety in Seoul is establishing a boarding house and bath house 
for out of town women as well as carrying on religious 
work. It is probably difficult for the resident of the Occident 
to realize the significance and importance of the initiation of 
such work by women in the Orient. 


6. Young Men’s Associations. 


A movement among the men which dates back several 
years is the organization of Young Men’s Associations in a 


15 Mrs. K. K, Lee, Brief History of the Korean Y. W. C. A., Korea 
Mission Field, Nov. 1923. 


188 MODERN EDUCATION IN KOREA 


large number of the towns and cities of the country. [this 
more or less of an unknown factor, and while there is a sort 
of central organization, it appears to be weak and the branch 
associations are more like distinct societies than parts of a 
unified whole. In some quarters the whole movement is re- 
garded as purely political, and still others regard the asso- 
ciations as mere social clubs lacking the restraints of Chris- 
tianity or any religion, and more evil than good. This is 
partly due to the fact that each group is so independent of 
all the rest. In some places distinctly educational or social 
welfare programs have been more or less seriously taken up, 
while in others the charges that the association is a club 
furnishing an opportunity for license and carousal seems too 
true. In our much-organized society, with its countless 
lodges, and clubs and associations of every conceivable sort 
these simple associations seem of little import. But in Korea 
their very organization and development on native initiative 
is a sign of the times, and once organized and functioning they 
have untold potentialities in the direct and indirect education 
of the people. 

Partly in connection with these “clubs” and partly distinct 
from them a number of athletic clubs and associations have 
sprung up, with a sort of committee for the promotion of 
athletics, having its headquarters in Seoul. These have done 
much toward the promotion of the play side of life, the con- 
crete values of which are now being more fully realized in 
education. Baseball and track, the latter in a rather un- 
organized way have played the largest parti in this develop- 
ment, but tennis, basketball, volley ball, skating, “soccer” and 
other games are also sharing in this form of education. 

The casual tourist and at times even the more careful 
observer sees so much that needs to be done that the progress 
which has already been made seems small by comparison. As 
a matter of fact, the record of the past forty years in education 
is startling even in its mere numbers and totals. When, how- 
ever, we see the significance of the transformation of the 
“sohtang,” the existence of some hundreds of native private 
schools, of the fact that close to 30,000 girls and young women 
are in these schools, and the import of the attempt by young 
Korean men and women to meet some of their responsibilities 
through social organizations, the road to be traveled in its 
turn seems shorter. 


GOVERNMENT. EDUCATION 189 


GHP a iG Ra PAS 
V. GOVERNMENT EDUCATION SINCE 1910. 
A. Educational Policy. 


A glance at the brief outline of political history will remind 
the reader that in 1905 Japan declared a protectorate over 
Korea, followed in 1910, by formal annexation of the country. 
It is possible, therefore, that this section should have been 
dated as “since 1905” rather than since 1910. We shall men- 
tion, briefly these five years, but they form an intermission, 
between the ringing down of the curtain on the work of the 
old Korean government and the opening of the policy of the 
new rulers, rather than a separate period. During these 
years the government under the advice of the Japanese Resi- 
dency-General undertook and carried out various reforms in 
organization and administration of education. According to 
the government’s own account: 


“The educational policy as pursued by the Korean goy- 
ernment under the guidance of the Residency-General 
laid the greatest stress on the spread of common educa- 
tion. Next to it industrial education was encouraged. 
Normal education along certain lines was also taken 
in hand. Thus in 1906 when the former educational sys- 
tem was thoroughly reformed, ordinances as well as de- 
tailed regulations for the establishment of Common 
School, Normal School, Higher School, Foreign Language 
School, Girls’ Higher School and Industrial School were 
issued as was also subsequently the Ordinance for Private 
Schools.! By virtue of this reform, government and pub- 
lic common schools were founded one after another in 
Seoul and other provincial capitals and important centers. 
In Seoul a school for the study of Chinese classics, Law 
School, Normal School, Higher School, Foreign Language 
School, and Girls’ Higher School were established at gov- 


1! Ordinance No, 62 Imperial Korean Government, Aug. 26, 1908. 


190 MODERN EDUCATION IN KOREA 


ernment expense, and in Pyengyang a Government Girls’ 
Higher School, while at Fusan, Chemulpo and a few other 
places of importance, Public Industrial Schools were 
founded.” ? 


The possible attitude of the Residency-General toward re- 
ligion and toward the educational work conducted by religious 
bodies was felt to be a miatter ol grave concern by the mis- 
sionaries in Korea. The United States Consul, therefore, took 
the matter up with the Japanese officials at the request of a 
committee of the General Council of Missions. In February 
1909 the committee received from the Consul a reply giving 
such positive assurances {rom the Residency-General and 
the Korean government as to allay all their anxiety on the 
question. The letter is quoted in part below: 


“T am now able to convey to your committee the posi- 
tive assurance of the Director of the Department of For- 
eign Affairs of the Residency-General that ‘the freedom 
of Christian religious teaching in mission schools will 
not be interfered with in any manner under the proposed 
registration of these schools in accordance with Korean 
government regulations. [am further assured that the 
Korean government is disposed to afford every possible 
facility to Christian educational work without discrim1- 
nation of any nature or form and that they (the Korean 
authorities) have requested the Department of Foreign 
Affairs of the Residency-General to assure me that the 
said schools will enjoy all privileges on exactly the same 
footing as other private schools.” 3 


It should be remembered that this period was one of polit- 
ical disturbance and agitation. Annexation was feared and 
expected. The student class in all countries is the most re- 
sponsive to such agitations, and it was fully understood that 
the policy of these five years was a mere foreshadowing of 
what was to come. The insistence on Common School and 
‘ndustrial education to the exclusion of higher branches was 
taken as an aspersion upon the intellectural ability of the 
people and this was added to the other misunderstandings and 
erievances of Korea against Japan. 


2 


Manual of Education of Koreans (1913) p. 1 
3 Min. General Council of Missions, 1909, 


GOVERNMENT EDUCATION 191 


In 1910 came the final political act of annexation ending the 
independent life of one of the oldest of the nations. It was 
carried out amidst considerable disturbance in various parts 
of the peninsula. Neither with the rights and wrongs of the 
case nor with the history of these events are we concerned 
here. The interested reader may find a Korean point of view 
recorded in “The Case of Korea,” by Henry Chung, and the 
impressions of an English newspaper man in “Korea’s Fight 
for Freedom,” by F,. A. MacKenzie. 


1. The Educational Ordinance of, 1911. 


Just a year after annexation Imperial Ordinance, No. 229, 
known as the “Chosen Educational Ordinance” was enacted 
on August 23, 1911, and published on the following day in 
the official gazette. This was followed in October by the 
promulgation of the special regulations for the various types 
and grades of schools. The general plan of the ordinance is 
found in its first chapter and is as follows: 


sArticle J. Education for Koreans in Chosen shall be 
in accordance with this ordinance. 

“Article IT. The essential principles of education in 
Chosen shall be the making of loyal and good subjects 
by giving instruction on the basis of the Imperial Re- 
script concerning education. 

“Article III. Education in Chosen shall be adapted to 
the need of the times and the condition of the people. 

“Article IV. Education in Chosen is roughly classified 
into three kinds, i.e., common, industrial and special 
education, 


“Article V.. Common education shall aim at imparting 
common knowledge and art, special attention being paid 
to the engendering of national characteristics and the 
spread of the national language. 

“Article VI. Industrial education’ shall aim at impart- 
ing knowledge and art concerning agriculture, commerce, 
technical industry and so forth. 

“Article VII. Special education shall aim at imparting 
knowledge and art of higher branches of science and art.” 4 


Manual of Education of Koreans (1913) pp, 8-9. 


192 MODERN EDUCATION IN EUROPE | 


The policy of the government as stated in this ordinance 
meant to all Koreans three things against all three of which 
they mentally rebelled. First, separate and different education 
for Koreans in Korea and Japanese in Korea. (Article I and 
the special regulations on Education of Japanese in Korea.) 
Second, the frank and rather bald statement that the chief ob- 
ject of the education offered was the making of loyal citizens 
of Japan; third, that education in Chosen (Korea) was to 
be adapted to the backward conditions and low mentality of 
the people. 

It is plain that granted that the Japanese had the best will 
‘1 the world, as regards these three points, they were in a 
very difficult position. It is quite probable that the proposi- 
tion to educate Japanese and Koreans together would have 
met with as violent opposition as the decision to separate 
them. The government also claimed that they had not the 
funds to inaugurate two co-ordinate systems of education. As 
to the second point it seems that a more favorable impression 
might have been made had the object of education been hidden 
in a more graceful and generalized phraseology. It was nat- 
urally offensive to almost the whole population and certainly 
to that section most concerned with education. On the other 
hand, the government could hardly be expected to set up a 
system of education for any other purpose than that stated. 
The definition of “good,” of “loyal” and the use of the word 
“subject” instead of citizen may be different from the usage 
‘1 America, but the idea of education for the purpose of citi- 
zen building is the same. As to the third part of the educa- 
tional policy there were several reasons which might be ad- 
vanced to justify its application. The most basic lies in the 
theories which have gradually lead American elementary and 
secondary education away from the position of preparatory 
work for higher abstract training to an education which is 
supposed to be more {unctional in life activities. This was 
supplemented by the fact that in Korea it was natural to 
feel that education in the elements was more important than 
abstract higher education. Still another factor was in all 
probability the matter of cost, though this was not officially 
stated. It can be seen that material is not entirely lacking for 
the defense of the fundamental policy. 


The Korean, however, protested that there was no opport- 


GOVERNMENT EDUCATION 193 


tunity or even plan for the gifted individual and that the 
policy was one of exclusion rather than selection of the fit. 
In addition he pointed out that whereas in Japan, and for Japa- 
nese in Korea six years of common schooling was offered, 
the ordinance for Koreans specified that ‘‘the period of study 
for a common school shall be four years but may be shortened to 
ihree years in consideration of local conditions.” Similarly for the 
Higher Common School, the term in schools for Japanese was 
five years and that for Koreans four, with a four-year course 
in the special schools (to be established in the future). This 
gave to the Korean boy who went through the system as it 
was planned a total of twelve years as against either fifteen 
or seventeen in Japan. Again, in explaining the ordinance 
many Japanese, both in public speech and in the printed press 
stated that the Koreans were “an inferior race,” “on a par with 
the Ainu and the wild tribes of Formosa,” ete., ete. Such 
tactless utterances deeply wounded and angered many Koreans 
and rightly or wrongly were taken as representing the view- 
point of the government. Again, in the reorganization ot 
administration after annexation the former Department. of 
Education, co-ordinate with the other departments of state. 
was abolished and educational affairs carried on through an 
Educational Bureau, under the Department of Internal Affairs. 
While this may well have simply been for administrative con- 
venience it was taken as further evidence of lack of regard 
for the education of Koreans. 

In its application to the pre-existing private schools the policy 
seemed to be one of “watchful waiting” in that the bodies 
responsible for the mission schools were politely thanked for 
their efforts and no direct steps were taken against these 
schools. At the same time the opinion in which they were 
regarded is shown by Count Terauchi's fear lest their gradu- 
ates be so many “thousands of little AmeriGans. and they 
were warned that full Common and Higher Common Schools 
“shall not be permitted to give education concerning religion, 
or to hold ceremonies relating to the same.. 2 Moreover, it 
is regretfully noted that some schools “are using inadequate 
text books, or t aching unfit subjects of study,” and the schools 
are told that if they fail to conform to the provisions of the 


® Memo. concerning enforcement of Chosen Educational Ordinance 
Nov. Ist, 1911, Section Vi. 


194 MODERN EDUCATION IN KOREA 


ordinance and the “principle of education of Japanese Empire” 
their existence cannot be permitted. It is not surprising that 
an old soldier like Count Terauchi should have seen American 
political agents in the missionaries and bluntly said so. There 
are many even in Christian America who are convinced that 
there is always some ulterior motive behind every altruistic 
action. ‘To many Japanese the idea that the missionary 1s 1n 
Korea (or anywhere else) for purely religious or altruistic 
purposes is past belief. If the object is not personal gain it 
must be national glory, hence, etc. . 

The warning against “inadequate text books and subjects 
unfit to be taught” is one to which, in theory, no one could 
take exception. In practice, however, it was often found that 
the local officials’ interpretations of the provisions or their 
judgment as to relative adequacy and fitness were not only 
annoying but ridiculous. English readers with any of the 
“hero-stories” derived from patriotic sources were barred as 
containing “seditious” material, and the most innocent 
passage was likely to yield up some hidden treason under 
the suspicious scrutiny of the inspector. In the study of 
world history that of the United States wad to be skimmed 
over very lightly and a high government official confided to 
Dr. Underwood that he considered “English history to be 
almost as bad.” For similar reasons garbled “histories” of 
the ancient relations of Japan and Korea were issued to the 
schools by the Educational Bureau of the Department of In- 
ternal Affairs. At the same time another bureau of the same 
department was carrying on, with justifiable pride, most val- 
uable research into ancient Korean remains which every day 
tended to more and more contradict the school “histories,” 
which this same department was running through the press. 
Doubtless many such inconsistencies and ridiculous and tact- 
less blunders may have been due to short-sighted and over- 
zealous under-officials, but it can hardly be denied that as 
a whole, they were a reflection of the militaristic policy of 
the administration. 

Such annoyances and misunderstandings as the above might 
well be regarded as part of the process of education, to be 
met with a good-natured smile and sincere efforts to smooth 
out difficulties by whole-hearted co-operation in the work 
of improving conditions. Indeed, while many “cases” arose 


GOVERNMENT EDUCATION 195 


from these causes, such was in general the spirit with which 
the foreign educators met the Educational Ordinance of 1911. 
When the Government-General touched on the question of 
religious instruction, however, there were matters which were 
regarded by many not as questions of opinion, but of “con- 
science,” and which as such did not permit of casual ac- 
quiescence. 


2. Revision of Regulations for Private Schools in 1915. . 


We have already quoted a passage from Sec. 6 of the 
“Memorandum Concerning the Enforcement of the Chosen 
Educational Ordinance,” in which it is definitely stated that 
Common, Higher Common, etc., schools “shall not give educa- 
tion concerning religion or hold ceremonies relating to the 
the same.” The same section specified that this applied to 
“a school the curriculum of which is determined by the regu- 
lations,” and, as a natural corollary, added that “it shall not be 
applied to a private school the curriculum of which is not 
specially determined by the regulations, such as a religious 
school for instance, or any other private school than Common 
School, High School, Girls’ High School, and Industrial 
School.” Inasmuch as these are all specific names de- 
noting schools of a grade recognized and regulated by the 
government it was understood that so long as the schools 
established by the missions did not attempt to secure the 
right to use these titles they were safe in carrying on re- 
ligious instruction. Reliance was also placed in the positive 
assurance given by the Residency-General in 1909, to which 
reference has been made. In 1915 the government described 
its policy from 1911-1915 as follows: 


“Nevertheless as government and public schools and 
other educational institutions were still insufficient, the 
adoption of any measure likely to cause radical changes 
in these private schools was avoided. Accordingly, no 
regulations relating to the curricula and subjects of study 
were enforced, but it was planned to introduce improve- 
ment into them by a gradual process.” 


By 1915, however, the Government-General deemed that 
the time was ripe for the next step in the consummation of 


196 MODERN EDUCATION IN KOREA 


their policy, and on March 24th of that year, “Revisions in 
Regulations for Private Schools” were promulgated as Ordi- 
nance No. 24 of the Government-General ol Chosen. It is 
not necessary to do more than quote those articles of the 
revision which particularly affected the schools of the missions: 
“Article III, 2. The trustee of a private school giving 
special instruction shall be a financial juridical person in 
possession of estates suffcient for its establishment and 
maintenance. 


“Article VI, 2. The subjects of study and their stand- 
ard in a private school other than a Common School, a 
Higher Common School, Girls’ Higher Common School, 
an Industrial School or a Special School, but giving, com- 
mon, industrial or special education shall be fixed after 
the model of the regulations for common schools, higher 
common schools, girls’ higher common schools, industrial 
schools or special schools. 


“In the case of a school coming under the foregoing 
clause it is not allowed to add any subject of study other 
than those set forth in the regulations for common 
schools, higher common. schools, girls’ higher common 
schools, industrial schools or special schools.” 

“Article X, 2. Teachers of a private school giving a 
common, industrial or special education shall be those 
well versed in the national language (Japanese), and hav- 
ing scholarly attainments sufficient to teach the subjects 
in such a school. 


“The foregoing provision shall not be applied to teachers 
teaching, exclusively, a foreign language, the Korean 
language, Chinese literature, or to teachers of any special 
art. 


“Article XVI. The director of a private school shall 
annually report to the Governor-General of Chosen dur- 
ing the month of June names of the members of the 
school faculty, subjects of study taught by them, number 
of pupils registered, and that of those attending school, 
according to classes, conditions of eraduates, distribution 
of text books to classes, and accounts as these stand on 
on the last day of the preceding month. 


GOVERNMENT EDUCATION 197 


Supplementary Rules. ; 


“These regulations shall come into force on and after 
April Ist of the 4th year of Taisho (1915). 


“With regard to teachers of private schools giving ele- 
mentary education, or teachers giving instruction in any 
subject other than morals, the national language, history, 
geography, and physical exercises in private schools giv- 
ing higher common education, industrial education or 
special education they shall not be required to conform 
to the provisions mentioned in Article X, 2, of the fore- 
going regulations till March 31 of the 9th year of Taisho 
(1920). Private schools, the establishment of which was 
permitted before and which exist at the time of the en- 
forcement of these regulations, shall not be required to 
conform to the provisions mentioned in Article III, 2; 
Article VI, 2, and Article X, 2, of the foregoing regula- 
tions until March 31 of the 14th year of Taisho (1925).” 6 


Taking these article up one by one, Article III, 2, required 
that such schools as the Chosen Christian College and the 
Severance Union Medical College secure charters of incor- 
poration, which must be applied for, and might well be denied 
on one ground or another. The clause “in possession of 
cstate sufficient for its establishment and maintenance” could 
easily have been used to deny a charter to institutions with- 
out endowment and depending on annual grants from the 
United States. 


Article VI, 2, was of course, the chief stumbling block. It 
extended the government regulations to all schools giving 
general education and specifically stated that “it is not al- 
iowed to add any subject of study other than those set forth 
in the regulations” as well as automatically bringing it under 
the clause against teaching of religion and holding of re- 
ligious ceremonies. 


Article X, 2, while not very clear in its statement was in- 
tended to require that all teaching be done in the national 
language. (Japanese). 


6 Ordinance No. 24, Government General of Chosen, Revision of 
Regulations for Private Schools, March 23, 1915, 


198 MODERN EDUCATION IN KOREA 


Article XVI, merely brought the schools still more closely 
under the supervision of the government. The supplementary 
rules gave to individual teachers five years, and to schools al- 
ready holding permits ten years of “grace” in which to set 
their affairs in order and swing into line. 


That there should be no misunderstanding as to the intent 
of the ordinance, whatever might be the interpretations of its 
specific articles, on the same day (March 24, 1915) Governor- 
General Terauchi issued Instruction No. 16, to Local Author- 
ities in which the policy was more clearly and fully elaborated. 

The religious objections to the revision were complicated 
by the fact that in Japan Shintoism has been declared, not a 
religion, but merely a system of state and’ national ceremonies, 
a cult of patriotism. ‘There are, therefore, occasions on which 
ceremonies, which many people (including many thoughtf! 
Japanese) consider essentially religious, are required in all 
schools. Shintoism still has its shrines, its sacrifices and 
priests ; it performs marriages, presides at funerals, etc., and to 
the outward eye has all the earmarks of a state religion, but 
an Official Fiat has declared it is not a religion. As in Gilbert 
and Sullivan’s “Pinafore,” “He Himself Hath Said It,” and 
hence, debate is at an end. None the less, there are many in- 
dividuals who find it difficult to allow such a dictum to settle 
the matter, and both in Japan and Korea it has caused much 
mental distress and no little trouble. 


So far as could be judged at the time, mission and church 
schools were offered the choice of giving up all Bible teaching, 
chapel services, prayer at school ceremonies, graduating ser- 
mons, ete., etc., or closing their doors altogether at the end 
of the ten-year period. This was the problem which faced 
established schools having permits at the time of the promul- 
cation of the ordinance. There:were, however, other schools 
which had been operating for some time, but which had failed 
to secure their permits, were in process of reorganization, 
and must secure new permits or were in fact new schools 
with applications pending. To these a different and more im- 
mediate problem was presented. They must organize or re- 
organize in conformity to the new ruling or close at once. 
Many elementary schools under native control, both church 
schools and secular were in this position. Among the mission 
schools so situated were the Presbyterian Girls’ School at 


GOVERNMENT EDUCATION 199 


Syenchun ; an elementary school, under the Southern Presby- 
terian Mission at Soonchun, and the Chosen Christian College, 
which had just opened and was operating for a limited period 
on an old permit for higher instruction held by the John D. 
Wells Training School. 

To the best of the writer’s knowledge all mission schools 
in Korea and all the missionaries engaged in educational work 
felt keenly their responsibilities as evangelistic agencies and 
as representatives of evangelistic bodies. All had formerly 
included religious instruction in the curriculum and religious 
ceremonies in the school exercises and, if allowed any choice, 
all would have continued so to do. A somewhat similar 
situation had arisen some years previously in Japan, but the 
cases were not parallel for there the alternative had been that 
of retaining religion in the curriculum and foregoing the privi- 
lege of recognition and the advantages inherent in such recog- 
nition, or of securing the advantages at the price of eliminating 
religious instruction. It has already been made plain that 
such a choice was not offered to the schools in Korea. At- 
tempts were made to secure from the Government-General 
similar treatment to that which had been accorded the schools 
in Japan. Mr. M. Komatsu, Commissioner of Foreign Affairs, 
in the Government-General, in reply to an inquiry from one of 
the mission boards in America made it plain that the adminis- 
tration had no intention of doing anything of the sort. Ina 
letter of November 4, 1915, he said: 


“T often hear that some missionaries in Chosen (Korea) 
entertain the opinion that the same educational policy as 
is pursued in Japan should be applied i in Chosen, and that 
the same privilege as extended to mission schools in the 
mother country be extended to similar institution in. the 
peninsula. This opinion, I do not hesitate to say, eman- 
ates from an erroneous conception of condition existing 
in the two different parts of the country. While as a 
matter of fact there are in Chosen several hundred mis- 
sion schools carrying on education of the common school 
grade, in Japan proper there exist practically no such 
mission schools, the schools having any connection with 
the missions there being of the middle school or higher 
grade. Besides, the miiber of such schools is less than 
one can count on the fingers of a hand. In Japan proper 


200 MODERN EDUCATION IN KOREA 


where educational organs are complete these schools 
might be left out of account. Nevertheless, the Educa- 
tional Department does not allow any of these few 
schools to adopt the name of middle school as long as 
they include religion in their curriculum. It is only re- 
cently that it granted a petition to call Chugaku-bu (mid- 
dle grade department) what they hitherto called Futsu-bu 
(intermediate department), but they are not allowed to 
call it Chugakko (middle school) just as before. The in- 
struction of the Educational Minister that no religion 
should be taught nor any religious ceremonies be held in 
schools in which the curriculum as fixed by the govern- 
ment is to be adopted is still in force, and here in Chosen 
we are simply carrying into effect the principle embodied 
in that instruction. Only, in Japan proper a school which 
does not use the appellation of Chugakko (middle school) 
is not required to exclude religion, but in Chosen any 
schools practically giving education of the middle school 
grade, no matter by whatever name’ they are called, are 
treated in the same way as other middle schools. This 
measure is taken in order to prevent misrepresentation, 
and is a step not only theoretically right, but necessary 
and unavoidable, in view of the prevailing conditions in 
Chosen.” 


With this door of escape apparently definitely closed by 
such official statements as the above the issue was clear-cut 
and definite. On the one hand, a large number of missionaries 
felt very strongly that under no circumstances could they 
afford to have even the appearance of excluding religious in- 
struction from the schools. They believed that such instruc- 
tion not only was necessary for the training of the Christian 
leaders for whom the schools were primarily established, but 
that it was a stamp and mark of their Christian character in 
the eyes of the community at large, and that the effect of 
the exclusion of it would be to give a wrong and harmful 
opinion of their principles in the minds of the non-Christian 
population. To these, the exclusion of religion constituted a 
betrayal of trust not only to the religious bodies supporting 
the mission work but a betrayal of Christ and Christian prin- 


7 Italics by the present writer. 


GOVERNMENT EDUCATION 201 


ciple. In the heat of the feeling those who differed from this 
stand were openly accused of “betraying Christ” and playing 
the part of “Judas.” 

On the other hand, many felt that the very life of the 
future church depended on the continued existence of the 
schools for the training and education of strong Christian 
leaders. These felt that the exclusion of the formal Bible 
teaching of so many hours per week and the cessation of com- 
pulsory chapel would have little effect on the real religious 
character of a school, providing that those in charge made 
every effort to maintain Christian standards and ideals in 
the spirit of the school. Those who took this position saw 
possibilities for securing such religious instruction as might 
conserve the proper character and spirit of the schools, in 
voluntary Bible classes and gatherings after school and out- 
side of the regular program of the institution. In the same 
letter, which has been quoted, the Commissioner of Foreign 
Affairs, Mr. Komatsu, said: 


“I may add here a few remarks in order to remove 
any possible cause for misapprehension of my statement. 
It is perfectly free for any students of all schools whether 
governmental or private, to study the Bible outside of the 
schools under private teachers, or at special institutes 
such as Sunday schools, seminaries and churches.” 


It was believed that by such means the religious life of 
the schools could be conserved, and at the same time, their 
existence preserved through a formal conformity to the regu- 
lations. The possibilities of such means were taken up with 
government officials and were in the end a cause of further 
misunderstanding and dispute. For instance, the central offi- 
cials in Seoul might give assurance that the period of a recess 
in the school program, from say, 10 a.m. to 11 a.m. would 
be considered “outside school hours,” and that voluntary re- 
ligious exercises might be held at that time. School X in 
the provinces would attempt to put this into practice, and 
the local officials would refuse their consent. At one time, 
one official would give full assurance that even the school 
building might be used for such religious exercises, provided 
only they were not an official part of the school program and 
curriculum. At another time and place local officials would 


202 MODERN EDUCATION IN KOREA 


refuse to permit such gatherings anywhere on the school 
evrounds. 

The Federal Council of Missions at its annual meeting in 
1915 after long discussion of the whole question passed the 
following “Resolution Re Revised Educational Ordinance”: 


“As the Revised Educational Ordinance, No. 24, 1915, 
the Government-General proposes among other changes 
to exclude religious instruction and religious exercises 
from all private schools, including some hundreds of 
schools conducted and founded by Christian churches and 
missions in Chosen, the Federal Council of Protestant 
Evangelical Missions feels itself called upon, in view of 
the interests of its home constituency, the purpose for 
which alone its members reside in this land, and the 
objects for which the funds used to maintain these schools 
are contributed, to affirm that in our judgment the 
conditions proposed would cripple if not completely close 
our schools. We would also respectfully request the at- 
tention of the authorities to the fact that the proposed 
ordinance is not in accord with former assurances given 
by the government on the point of freedom of Bible in- 
struction in Christian schools and the fact that the Ja- 
panese system of National Education permits liberty of 
religious instruction in private schools. 

“Therefore, under the provisions of the ten years of 
erace given to established schools we will continue our 
schools in the hope that some modification may be granted 
before that time expires, and we trust that with reference 
to new schools which come at once under the provisions 
of the Ordinance, some measure may be provided by 
which they may operate, at least, on the same conditions 
as in Japan proper.” * 


\While this was the official action all degrees of opinion 
were held by the individual workers. Some, who believed 
that such schools as had permits should hold out for religious 
privileges as long as possible, still felt that for the schools 
which faced immediate closure, conformity was justifiable. 
The more extreme party believed that no school should con- 


8 Min. Fourth annual meeting, Federal Council of Missions 1915. 


GOVERNMENT EDUCATION 203 


iorm under any circumstances; that every school which did 
so, weakened the case of the non-conformers by showing that 
some missionaries did not consider it a question of conscience; 
and that all must stand together on so vital a question. These 
individuals felt that the “loop-holes” of voluntary chapel during 
a recess and voluntary Bible classes after school hours were 
unworthy subterfuges and bordered on “doing in secret that 
which they were rewarded for not doing”; they also felt that 
so long as the exercises depended on the interpretation of 
local officials the schools would be operating under a sword 
of Damocles, which might fall at any moment. 


The division of opinion was, of course, not strictly along 
denominational lines, but in the main the Methodist missions 
took the position that the existence of the schools and their 
eficiency was of greater importance than the retention in 
the curriculum of formal religious instruction. Following this 
policy the Pai Chai School early conformed to the revised 
regulations and became a recognized Higher Common School. 
A great deal of feeling was aroused by this, the oldest of the 
mission schools, falling in line with such haste, and denomi- 
national lines were greatly deepened by the action and policy. 
It was followed at varying intervals by several others under 
the Methodist missions. In all of these schools chapel exer- 
cises were held in another building or in a nearby church 
and voluntary Bible classes arranged for afternoons and even- 
ings. There was nothing “secret” about these circumventions 
of the law. The government officials both in the central offices 
and the regular inspectors were perfectly cognizant of what 
was being done. In most cases they were consulted as to 
the permissibility of the measures prior to their being taken, 
and they either openly-approved or, as ever in the Orient. 
“winked” at the proceedings. 

The Presbyterians in many cases went to the other extreme. 
A promising school under the charge of the Southern Pres- 
byterian Mission in Soonchun was closed rather than take 
out a permit under the new regulations. Similarly the Girls’ 
Academy in Syenchun (Northern Presbyterian), which had 
an application for a permit pending, closed its doors as an 
academy and continued as a sort of industrial and household 
arts home for girls. These were two outstanding instances, 
but many church primary schools also closed, either on ac- 


20-4 MODERN EDUCATION IN KOREA 


count of the religious exclusion article or on account of some 
of the other provisions by which the standards were raised 
to a level which they could not reach. The position of the 
Chosen Christian College, then in process of organization, in 
respect to the new law, and the means taken to guarantee 
‘ts fundamental Christian character in the new charter have 
been dealt with at some length in the account of the college 
given in an earlier section. Definite assurances as to the 
permissibility of voluntary chapel exercises before, after or 
during an interval in the class-room work were received, and 
there never was a time from the opening of the school when 
such exercises were not held. 


The influence of a mental set or attitude was shown in 
the controversy over the college in a way that is amusing in 
retrospect though not so pleasant at the time. The Severance 
Union Medical College took out a similar charter at the same 
time, and hence carried on its religious work in the same way 
and under exactly the same conditions as maintained in the 
Chosen Christian College, without evoking unpleasant criti- 
cism from the missions, and almost without comment. The 
college, however, on account of. the pre-existing dispute was 
violently attacked for conforming and for a course of action 
which in the case of the medical college had the assent if not 
approval of most of the missionaries. Certain denominational 
papers in America also took the matter up and with the exag- 
geration of the ilLinformed and prejudiced published state- 
ments that no religious exercises were ever held, that faculty 
and students were not allowed to mention the name of Christ, 
etc., etc., ad nauseam. No amount of evidence or proof to 
the contrary seemed to weigh in the least with one sheet in 
particular, and even today when conditions have changed and 
the policy of the government has been revised, periodic and 
virulent attacks from the same source are not rare. 


Negotiations were begun, and carried even to the Central 
Educational Department in Japan, to secure some compromise 
whereby what were felt to be valuable educational institutions 
might be permitted to continue to exist and still follow the 
policies as to religion desired by their founders and sup- 
porters. 

Pending the result of those negotiations and the passing 


of the ten-year period of grace the situation was as has been 


GOVERNMENT EDUCATION 205 


described, the schools of the Methodist missions coming one 
after another into line in conformity to the regulations, the 
schools of the four Presbyterian missions refusing to do so 
and steadfastly standing for what they deemed religious lib- 
erty, with the two large union institutions, for academic and 
medical education conforming under new charters, which were 
considered to fully guarantee their Christian character. Mean- 
while, of course, the mission schools made such efforts as 
their finances would permit to bring their schools into con- 
formity with the government regulations in all other respects 
and show their sincere desire to give a high type of training. 


That the government looked forward to the gradual elimina- 
tion of all mission schools was several times made plain. 
Quoting again from Mr. Komatsu’s official communication, 
in referring to the fear that the mission school would be 
forced to close, he says: 


“This view, I should think, originates in an erroneous 
idea that mission schools, especially those of elementary 
grade, will continue to flourish for a long time to come, 
if not permanently. The missionaries, themselves. say 
that the reason the missions established so many elemen- 
tary schools in Chosen was the fact that in early days, 
the former Korean government paid but slight attention 
to educational work, and they were compelled to under- 
take, besides the work of religious propagation, educa- 
tional work in order to fill the gap. Due, however, to 
the change of times since these days, especially to the 
measures taken by the Government-General since the 
annexation to increase the number of public common 
schools, with the purpose of carrying out the assimila- 
tion policy above referred to, special educational organs 
are gradually giving their place to regular educational 
organs. In Japan proper many years ago existed some 
mission schools of the elementary grade, but along with 
the progress made by the Imperial Government in com- 
pleting educational system, such schools gradually began 
to disappear and today none are found existent. A con- 
sideration of this fact will show that the undertaking 
of general educational work by the missions in Chosen 
is a temporary work of expedience and along with the 


206 MODERN EDUCATION IN KOREA 


completion of the general educational system, mission 
schools will gradually decrease in number or lose their 
raison d’etre. As a matter of fact during the four years 
since annexation up to 1914, the number of mission 
schools decreased from 746 to 473, the annual rate of 
decrease being sixty-eight on an average. Inferring from 
this fact, it is not quite unlikely that in six or seven 
years there will be no mission schools in Chosen under- 
taking common education, as it is the case in Japan 
proper.” 


This rather naive assurance that it was unnecessary to worry 
about the closure of the schools in ten years, since in Beste gy se 
seven years there will be no mission schools in Chosen,” failed 
to greatly comfort or reassure those in charge of such schools. 
It indicated very plainly, however, the conception of the state's 
position in education as held by the administration of that 
date, a conception for which precedent is not lacking whether 
one may agree or disagree with its value and correctness. 

Such then were the official enactments and policy of the 
Government-General under the administration of Governor- 
General Count Terauchi. It was a policy which not only called 
for the minute supervision and control of private education 
by the government, but which contemplated the more or less 
rapid elimination of private schools, and the carrying on of 
education as a purely state function. This policy of the elimi- 
nation of private schools was more than an administrative 
theory. If the reader will glance again at the curves shown 
in Fig. 25 in which the ‘decrease in the number of private 
schools in depicted the concrete results may be seen. It 
will be noted that 1923 is the first year since 1910 that the 
curve ceases to fall. The rate which was checked slightly 
from 1912-1914 dips sharply again after the Regulations of 
1915, and only begins to flatten out with the new administra- 
tion in 1919-20. A study of the graph (Fig. 29) on the enroll- 
ment in the village schools also shows a marked falling off 
‘n rate after 1915 and does not begin to rise sharply again 
till after 1919. This policy was dictated not only by the con- 
ception of education as a purely state function, but in the case 
of Korea, by the objective of national assimilation through 
education. The administration seemed to feel that it was 


GOVERNMENT EDUCATION 207 


better to leave the Koreans without schools than to permit 
them to attend schools which were not under the direct contro! 
of the Japanese government. This was felt very keenly by 
the Koreans and was stated in very dramatic language in the 
“Grievances of the Korean People,” issued by the Organizing 
Committee of the Independence Movement. Section IV of that 
document reads as follows: 


“The scheme of education is incomplete and inefficient. 
There is a determination to limit the knowledge of our 
students instead of cultivating our intellects. A: poisonous 
hand is plucking up the young trees,” 9 


It is possible, that if assimilation be admitted as the sole 
object of education in Korea, this policy might be justified. 
Even under those conditions, however, it seems more likely 
that a real “rapprochement” of the two peoples would have 
been better advanced had the government assumed in 1910 
an attitude similar to that taken by Baron Saito and his ad- 
visers in 1920. That it actually was a question of leaving 
the Koreans without schools, and that the government had 
nothing to offer in place of those which were abolished, will 
be plain if the reader will now turn to Fig. 32, where the 
ratio of schools to population is shown, and to Fig. 31, which 
gives the numerical increase in government common schools. 
These show that the marked increase in these schools did not 
begin till after the Independence movement and the inaugura- 
tion of the new regime. They also show that despite the great 
efforts which have been made by the new government the 
ratio of schools to population is ridiculously low even now. 
In view of these facts the abolishment of the private schools 
appears in a different light from that which it would have in 
a country where adequate public school instruction had been 
provided. 

The Governor-General was himself a military man and a 
militarist (not always synonymous), and all departments of 
the government frankly military in their form! and adminis- 

9“Grievances of Korean People” Korea Review Vol. II, No. 
(Sept. 1919.) 


10 The present government js civil, not military, and consequently 
all this has been changed, 


ts 


208 MODERN EDUCATION IN KOREA 


tration. School teachers and officials of the Educational 
Bureau in common with all officials of the Government- 
General of whatever department wore a military uniform with 
a dress-sword, often to their own inconvenience and em- 
harrassment. The writer vividly recalls the visit to his father’s 
home of a high official of the Educational Bureau, and his 
inquiry as soon as he was inside the door as to where he 
could put “this thing” (referring to his sword) and his sigh 
of relief as he sank into a chair exclaiming, “T can never talk 
comfortably till I am rid of that thing.” This strict military 
policy was, of course, even more manifest in other depart- 
ments than in the Educational Bureau. 

When Count Terauchi left his post in Korea to assume the 
Premiership of the Empire he was succeeded by General 
Hasegawa, an even more strict militarist than his predecessor. 
Naturally, therefore, there was no change in policy or loosen- 
ing of rules and regulations in any department, but, if possible, 
a tightening all along the line. It is quite possible that not only 
the symbol of the policy, the sword, but the policy itself may 
have been distasteful to a number of the men holding posi- 
tions under these two administrations. It was, in fact, more 
or less of an open secret, that the Government-General offices 
on the hill, housed two distinct parties, but so long as the 
Governor-General himself was so strong an exponent of mili- 
tarism the more liberal party found little opportunity for the 
expression of their views and policies. This situation con- 
tinued without change till 1919. 


THE INDEPENDENCE MOVEMENT 209 


CG HUAI Re Oe 


38. THE INDEPENDENCE MOVEMENT AND THE 
NEW ADMINISTRATION. 


A number of factors combined to produce the remarkable 
and country-wide series of demonstrations which occurred in 
Korea in the spring of 1919. The unrest which spread all over 
the world after the close of the war in 1918, ideas of national- 
ism, and self-determination, and a real desire for political 
independence, all had their part in the unexpected strength 
shown by the movement. The soil for its growth had been 
well prepared by the militaristic rule of the preceding ten 
years, and the major and the minor injustices and annoyances 
suffered during that time. The outward manifestations of 
the movement took the form of a Declaration of Inde- 
pendence, a statement of the “Grievances of the Korean Peo- 
ple,” the establishment of a provisional government in Shang- 
hai, and a series of unarmed demonstrations in almost every 
town and large village in Korea. That it did not take the 
more savage form of the Indian Mutiny and involve the 
massacre of hundreds of isolated Japanese merchants and 
officials was probably due to the influence of the Christians, 
many of whom took a leading part in the movement. 

As far as the objective of immediate political independence 
was concerned its fate was certain before the first shout was 
raised or the first flag waved. All realized that it would be 
suppressed, but no one dreamed that the gendarmerie and 
troops would go to the lengths of severity and savagery which 
were shown. Despite strenuous efforts to keep the news from 
setting out, much publicity was given to the whole movement 
and to the government’s measures for its repression.! Protests 


1 Detailed accounts by eye-witnesses are to be found in “The 
Korean Situation” Nos. 1 & 2 issued by Committee on Relations with 
the Orient of the Fed. Council of Churches of Christ in America, 
So high was the regard of this body for Japan that although the 
news was received in March it was the end of June before they 
cabled to Premier Hara “Cannot withhold facts” and late in July 
before these facts were published., 


210 MODERN EDUCATION IN KOREA 


and violent criticism from all sides brought the matter forcibly 
to the attention of the Japanese government. Various bodies 
in Japan took up the question and it was plain that some 
action toward reform was necessary. So soon, therefore, as 
was consistent with the necessary saving of appearances, 
Governor-General Hasegawa’s services were needed in another 
part of the Empire, and for one reason or another, practically 
the entire staff of heads of departments and administrative 
officials were also transferred. 

The officer appointed to take General Hasegawa’s place was 
Admiral Baron Saito, who seemed and is, an entirely different 
type of man. With him as Administrator-General came Dr. 
Midzuno, a civilian, and new officials in almost every depart- 
ment. Many reforms were initiated, and it was clear that a 
new policy was to be followed in the government of the 
country. 

The history of the independence movement, the story of 
its suppression, the fortunes of the Provisional Government, 
and the political policy of the new administration are not 
the subject of such a sketch as this. The interpretation of 
these facts and of the attitude of the Korean people before 
and since 1919, or an appraisal of the motives of the Governor- 
General and his staff would be still more out of place. On 
the one hand, the official attitude of Japan is to disregard the 
movement as an insignificant outburst, instigated by political 
agitators and having no relation to the reforms that have been 
made. On the other side, the extremists among the Koreans 
minimize or deride the changes that have been made, and 
see the Cloven Hoof in everything that is done. 

Without attempting to read the secret thoughts of either 
the Koreans or the government officials, the writer finds it 
necessary to take issue with both of the above points of view 
on what appear to him to be definite matters of fact. In the 
first place, whatever may be the official attitude, assumed for 
purposes of publication, it seems improbable that any thought- 
ful Japanese would deny that the movement was in large 
measure the result of gross abuses? and that it very drama- 
tically called the attention of Japan to these conditions, and 


2 This is not intended to deny the value of many of the govern- 
ments activities from 1910 to 1919, but certain phases can hardly 
be described except in these terms, 


THE INDEPENDENCE MOVEMENT 211 


had a large part in bringing about the change of regime and 
the consequent reforms. Secondly, whatever may remain to 
be done or whatever reforms and changes individual opinion 
may deem necessary, the writer cannot concur in any atti- 
tude which minimizes the striking and valuable reforms which 
have already been made. That the schools are still most in- 
adequate, that the police have not become angelic, that the 
spy system is still in vogue, etc., should not be allowed to 
make us forget that Baron Saito’s government has built more 
schools in four years than were built in the whole period from 
1905 to 1920, that the educational system has been raised to the 
level of that in Japan, that a Korean has been appointed as 
head of the Educational Bureau, and that police and spies, 
while still active, have taken, from those above thenivese (ab 
more conciliatory and less irritating attitude. It is quite prob- 
able that the above statement will please neither side, but 
such are the facts as the writer sees them. The !trade of 
prophet, “chancy at best,” has recently been so poorly paid 
as to offer no inducement to either .dictate what should be, 
or foretell what will be, the political future of the peninsula, 


4. Preliminary Revision of Educational Regulations. 


It ‘was late in 1919 before Baron Saito assumed office, but 
one of the first things which engaged the attention of the 
new administration was the necessity for educational reform. 
Under date of December 1, 1919, the Regulations for High 
Schools and for Girls’ High Schools originally enacted as 
Ordinance No. 111 in 1911 were revised. By this revision 
the’subjects of study in these schools were somewhat changed 
and the standards raised. On the same date His Excellency 
Governor-General Baron Saito issued “Instruction No. 46, to 
Provincial Governors and Principals Concerned’ in explanation 
of the revision. ‘The details of the revision of the curricula 
for both High Schools and Girls’ High Schools need not be 
dealt with here, but the reform was important as indicative 
of a change in‘policy and the Governor-General’s “Instruction” 
gives definite promise of further and more general changes. 
In the introductory paragraphs of the “Instruction” he says: 


“By Government-General Orders Nos. 18% and 188, 
revision has been effected to the Regulations for the High 


212 MODERN EDUCATION IN KOREA 


School as well as for those of the Girls’ High School. 
Accordingly I desire to make explanation of the chief 
aims of the revision and to show the main points which 
require special attention in carrying out this revision. 
“The Chosen Educational Ordinance now in force was 
adopted eight years ago, and the authorities have now 
found it necessary to revise it in a suitable way in 
view of the rapid progress of the times and the remark- 
able advance made in the conditions of the people. In- 
vestigation has, therefore, been already started there, but 
as the drafting and instituting of a new ordinance takes 
more or less time, revision of a temporary nature has 
been made in the regulations for high school grade, 
which above all others require amendment without delay, 
as far as the Educational Ordinance now in force at pres- 
ent allow, taking into special consideration their relation 
with the educational system of Japan as regards higher 
schools and also taking care that no inconvenience shall 
be experienced when the fundamental reform of the edu- 
cation system of Chosen is carried out in the futuneres: 


These revisions, of course, affected only public schools, but 
were received with keen interest as evidence of change of 
policy and with the hope that the new Ordinance promised 
in the passage quoted above would make some change in the 
regulations concerning private schools. The period of wait- 
ing was not long, for on March 1, 1920, the Regulations for 
Private Schools were revised, and Mr. Shibata, the Director 
of the Educational Bureau issued a “Statement on the Re- 
vision of the Private School Regulations.” Again it seems 
unnecessary to take up the specific articles of the revised 
regulations, but Mr. Shibata’s “statement” dealing with the 
main points of the revision is of sufficient importance to 
justify quotation in full: 


“The Regulations for Private Schools now in force do 
not recognize schools other than those for which regu- 
lations are provided, so that in case a Common School, 
a High School or a Special School is privately established, 
the regulations for a government or public school of the 


3“Manual of Education in Chosen 1920,” Appendix, p. 73, 


THE INDEPENDENCE MOVEMENT 213 


kind are applied to it. By the revision introduced, schools 
other than mentioned will hereafter be recognized. As 
to subjects of study for such schools no fixed curriculum 
is provided, but the schools may teach such subjects as 
have been recognized by the government. The result of 
the revision introduced is very important, because re- 
ligion may now be included in the curriculum of a private 
school. The Government-General of Chosen prohibited 
in August, 1915, the teaching of religion in schools. In 
Japan education and religion are separated, and it is the 
general principle not to permit the teaching of religion 
in an ordinary school. The principle was extended to 
Chosen, but, as a matter of fact, a ten-years’ grace was 
granted to those private schools in Chosen teaching 
religion at the time when the ban mentioned was pro- 
claimed. By the revision introduced any private school 
may now include religion in its curriculum. It must be 
remembered, however, that this does not mean any 
change in the general principle followed by the govern- 
ment for the separation of religion and education. 

“A second item of the revision concerns the Japanese 
language. It has hitherto been required that teachers in 
schools be those knowing well the Japanese language, 
and that in all schools, except those of a special nature, 
all subjects of study must be taught in that language. 
3y the revision introduced, these rules have been modi- 
fied to a large extent. As hitherto, teachers in private 
schools are required to be well versed in the Japanese 
language, but they are not required necessarily to use it 
in teaching certain subjects. They must use it in schools 
of elementary and intermediate grade, but they need not 
do so in teaching technical subjects. The use of Japa- 
nese in schools is necessary for fostering national char- 
acteristics in the minds of students and pupils, but it is 
considered that in the teaching of Chinese classics, 
Korean language and foreign languages, as well as in that 
of technical subjects, better results may be achieved by 
not requiring Japanese only to be used. Nevertheless, 
though the government does not positively ask the facul- 
ties of private schools to induce and encourage students 
and pupils to learn Japanese at all and every opportunity 


214 MODERN EDUCATION IN KOREA 


offered, it has by no means given up the desire that 
they should do so. Finally, by the revision introduced, 
procedures which have hitherto been rather complicated 
have been simplified.” 4 


This revision assured the existence of those mission schools 
which had refused to conform to the regulations requiring the 
exclusion of religion from the curriculum. It made no pro- 
vision for their recognition as Common Schools and Higher 
Common Schools, but it made it possible for them practically 
to continue in operation could they succeed in attracting 
students under the handicap of a lower standing. Mr. Shibata 
says, “By the revision introduced schools other than those 
mentioned will hereafter be recognized,” and a little later in 
the “Statement” announces, “this does not mean any change 
in the principle followed by the government for the separation 
of religion and education.” In other words religion was still 
to be exluded from schools recognized as Common Schools, Higher 
Common Schools, etc. It was none the less a great gain for 
the mission schools and marked a very significant change in 
the attitude and policy of the government toward such schools. 


5. The Educational Ordinance of 1922. 


The promised New Educational Ordinance was published 
in February, 1922, the English version appearing in the official 
organ for the government, the “Seoul Press” on February 7th, 
Sth, 9th and 11th. The changes and reforms provided were 
sweeping and notable. Whereas the Educational Ordinance 
of 1911 provided only three or four years’ training in the 
Common School, four in the Higher Common and three or 
four in the Special School with no provision for either Uni- 
versity Preparatory School or University for Koreans, and a 
separate and distinct system of schools of higher grade for 
Japanese, the new Ordinance made the educational system for 
Koreans equal to that of Japan proper and to the schools for 
Japanese in Korea. Dr. Midzuno, the Administrative Super- 
‘ntendent, issued a statement on the Ordinance a translation 
of which was published in the Seoul Press for February 9, 


4“Manual of Education in Chosen, 1920,” Appendix, pp. 112-115. 
5 This Ordinance is given in full in the Appendix, 


THE INDEPENDENCE MOVEMENT 215 


1922. In view of the educational.importance of the Ordinance 
parts of this statement are quoted below: 


“The new Educational Ordinance just promulgated will 
hereafter cause education in Chosen to be provided for 
under. the same system holding in the mother country, 
and marks a new epoch in the educational history of the 
peninsula. The Educational Ordinance now. in force 
being instituted not long after annexation was effected 
made a point of being plain and practical in considera- 
tion of the standard of popular civilization then obtain- 
ing, and it was a fact that the Ordinance was well adapted 
to the conditions of the country and helped on the prog- 
ress of civilization in no small measure. 


“So-called modern education was introduced into Chosen 
in 1894 or 1895, but the system followed, was subject to 
frequent changes, so that little was accomplished till the 
Educational Ordinance now in force was promulgated. 
That Ordinance was most successfully enforced, and the 
results so far witnessed are remarkable... The past ten 
years, however, have thrown it out of date, and the prog- 
ress of society in the interval has been so great that re- 
vision of it was absolutely necessary to make it fit the 
times. 


“On assuming his present position in 1919 Baron Saito, 
the Governor-General, recognized the urgent need of 
revising the educational system and lost no time in order- 
ing the Educational Bureau to start investigations. In 
view of the gravity of the matter, His Excellency, then 
organized an extraordinary Educational Investigation 
Committee, composed of. intellectual Japanese and 
Koreans, both official and private. The committee met 
twice in 1921 and its resolutions provided the data for 
the new Educational Ordinance. 

“The new educational system being based on the au- 
gust decree of His Imperial Majesty requiring absolute 
impartiality aims at the elimination of all discrimination 
and is the same as that of the mother country in prin- 
ciple. A cardinal feature of the new.ordinance is that 
while the old one was an institution, exclusively for 
Koreans, no racial distinction is provided for, and the 


216 MODERN EDUCATION IN KOREA 


education of all people in Chosen is governed by it. 

“As it is, however, Chosen is inhabited by people mak- 
ing daily use of the national language and by those who 
do not. The customs and manners of these two sets of 
subjects are not quite the same. These facts make it 
improper to enforce in its entirety unified system as re- 
eards primary education and co-educate the two sets of 
people in one and the same class room. For this special 
reason so far as primary education goes, those usually 
speaking the national language will be accommodated in 
a Primary School, Middle School, or Girls’ High School, 
while those not usually speaking the national language 
will be admitted as a rule to a Common School, Higher 
Common School, or Girls’ Higher Common School with 
a proviso that those standing in certain peculiar circum- 
stances may be admitted to the school of the other group. 
Though their appelations are different, the schools of the 
two groups are identical in the accommodation, and rules 
common to both obtain in regard to entrance qualifica- 
tions, course of study, curriculum and advancement to a 
higher school. 

“Tn the new educational system the standard of quali- 
fication for entrance to various schools, the course of 
study and their curricula have generally been raised. 
Again the new ordinance provides for university and nor- 
mal education. Commercial and industrial education as 
well as professional and university education will be 
governed by absolutely the same rules as those in the 
mother country. As for normal education, a new com- 
mon system for Japanese and Korean scholars has been 
established with the object of adapting it to conditions 
in this land.” © 


In the writer’s opinion there is no doubt that Dr. Midzuno 
was quite right when he said that the ordinance marks a new 
epoch in the educational history of the peninsula.” For the 
Grst time Korea had a real plan for a system of education 
which might be called at all adequate. Of course, in the 
Spring of 1922 and even now it is still to a large extent on 
paper. Practical steps toward raising the standards of the 


6 Seoul Press, February 9th, 1922. 


THE INDEPENDENCE MOVEMENT 217 


existing Common, Higher Common, Special and other schools 
were taken at once and other moves looking to the putting 
of the ordinance into operation as speedily as possible were 
accomplished. 


6. The Governor-General’s Ruling on Private Schools. 


In regard to the attitude and relations of the government to 
private education another important step remained. By the 
Revision of the Regulations for Private Schools jn 1920, the 
government consented to permit the existence of “schools other 
than Common Schools, Higher Common Schools, etc.” It 
was found, however, that the failure to receive the recogni- 
tion implied in the use of these names was a great handicap. 
Graduates of such schools lacked the standing of graduates 
of the recognized Common and Higher Common Schools 
and found a marked comparative difficulty in securing em- 
ployment. If all other requirements were fully up to the 
standard of the government regulations, and if the educa- 
tional products were really as efficient as those from other 
schools it seemed unfair that the mere use of the Bible as 
a text book and the holding of certain religious ceremonies 
should so disbar the graduates from the position in society 
to which they would otherwise be entitled. This condition 
naturally cut down the number of students applying for 
admission and placed the mission schools to a large extent 
in the position of taking, not the pick, but the leavings of 
the prospective student body each year. Article XXVI of 
the Educational Ordinance of 1922 reads: 


"With regard to a private school, a school for par- 
ticular education and all other educational undertakings, 
the Governor-General of Chosen is invested with discre- 
tionary powers in such matters as are not provided for 
in this Ordinance.” 


Relying on the liberal attitude of the Government-General 
and of His Excellency Baron Saito, himself, and on the 
powers with which he was thus invested, the Educational 
Committee of the Seoul Station of the Presbyterian Mission 
began negotiations with Mr. Shibata of the Educational 
Bureau as to some means of removing the disabilities still 
resting on schools including religious education. On the 
Mission side these were carried on by Dr. O. R. Avison and 


218 MODERN EDUCATION IN KOREA 


Mr. R. C. Coen, the latter, the Acting Principal of the Pres- 
byterian High School in Seoul; later, on the return from 
America of Mr. Koons, the Principal, he took Mr. Coen’s 
place in the negotiations with the government. There seemed 
at first little hope that a satisfactory arrangement could be 
reached, but, after some months of consideration, in April, 
1923, Governor-General Saito sent for Dr. Avison and Mr. 
Koons and announced to them that the government was 
ready to recognize a third-class of schools, to be “designated” 
as equivalent to Common and Higher Common schools. Such 
designation might be given provided that faculty, equipment, 
course, and all other requirements were equal to the required 
standards, regardless of whether religion was included in the 


curriculum or not. 

This ruling on the part of His Excellency the Governor- 
General is rightly considered as a very great concession to 
the missions. It removes entirely the conscientious objection 
which was said to be the chief obstacle in the path of con- 
formity to government standards. The burden of responsi- 
bility now rests on the missions, or more correctly, on the 
bodies supporting the mission work. The action is further- 
more significant of the changed attitude of the authorities, 
not only as regards religion, but toward private education 
in general. The revision of regulations together with this 
rulings in effect are a declaration that the government will 
permit schools which are not recognized to exist even though 
teaching religion, and that any such schools which come up 
to the mark set by the goyernment will not be disbarred on 
account of religion from proper recognition of their work. 
it thus shows a more liberal, and at the same time, a broader 
view of the whole educational situation by admitting that so 
long as some 3,000,000 out of 4,000,00 children are not in 
school at all and almost 300,000 have to content themselves 


with the “Sohtang” there is room for private as well as pub- 
lic educational institutions. 


Mr. Koons had been gradually strengthening the standing of 
his school in equipment and faculty for some years in the hope 
of such an opportunity as this. Every effort was put forth to 
fulfill such minor requirements as remained unmet and within 
eight or nine months of the announcement of the Governor- 
General’s ruling the John D. Wells school was “designated” 


THE INDEPENDENCE MOVEMENT 219 


as equal to a Higher Common School. The Presbyterian 
Woman’s Academy in Seoul has also made application, and 
according to last reports lacked only a few hundreds of 
dollars in equipment of meeting all required standards neces- 
sary for this recognition. It is probable that these will be 
met and this school also become a “designated Higher Com- 
mon School.” While there are some individuals and schools 
who are inclined to claim that the unrecognized school “is 
just as good” as the recognized, and who ask if recognition 
is worth what it costs, most missions, and missionaries feel 
decidedly that if the schools are to serve the purposes for 
which they were founded they must be brought to a degree 
of efficiency that will secure the approval of the government 
in the form of designation. 

There has been such confusion about the regulations for 
private schools, and so varied a usage in the terminology 
with respect to the different classes of schools that it seems 
best to insert at this point a statement as to the government 
classification at present. The educational authorities now 
list four classes of private schools in Korea: 


1. Common and Higher Common Schools; these are 
what have been referred to usually as “registered” or 
“recognized” schools and have the right to use the name 
“Common” or “Higher Common.” In such schools for- 
mal religious instruction and exercises are not permitted. 


*. Schools which are “designated”? as equal to Com- 
mon or Higher Common School standards after full in- 
spection and investigation by the educational authorities. 
In such schools religion may be taught as part of the 
curriculum, and they may include religious exercises in 
the ceremonies and exercises of the school. 


3. Schools “other than Common or Higher Common” 
for which no fixed curriculum is provided. These are 
listed by the government as “Various Private Schools” 
and have no official standing. 


4. The native village schools or “sohtane” usually 
Sy A oS Re 
one-room, one-teacher affairs, in many cases still devoting 


7 The word “approved” has also been used by some writers to 
describe this class of school. 


220 MODERN EDUCATION IN KOREA 


most of their effort to the Chinese classics, but more re- 
cently adding reading and writing, Japanese and the ele- 
ments of more modern subjects. 


The class of designated schools was specially created by 
the present administration as a device whereby the work of 
schools giving formal religious instruction might be legally 
recognized. The third class was to have gone out of existence 
in 1925 and has been allowed to continue by virtue of the 
revision in regulations for private schools effected by the 
present government in 1920. Since these two classes include 
everything between full recognized schools and the one-room 
village “sohtang” it is not an exaggeration to say that pri- 
vate education in Korea owes its life to Admiral Baron Saito 
and his advisers. 

Still another forward step in the educational policy of the 
geovernment was made in 1924 by the appointment of a 
Korean, Mr. Chin Ho Lee, as head of the Educational Bureau. 
Ttais: Om cCouLSc, 3to be hoped that Mr. Lee may be highly 
successful in this position of responsibility. But wholly aside 
from the ability or incompetence, success OF failure of any 
given individual the appointment of a Korean as head of a 
bureau and especially of the Educational Bureau is signifi- 
cant of the complete reversal of the policies followed from 
1910 till 1920, and should be taken as evidence. of the sin- 
cerity of the educational reforms. 

T6 those who will be satisfied with nothing short of com- 
plete political independence in the immediate future such re- 
forms mean little. To those who are anxious that the chil- 
dren of Korea today and the children of days to come have 
an education which will fit them to meet the tasks of the 
future, the reforms mean much. 

The policy from 1910 to 1920 offered to Koreans a low 
erade of education, only three or four years in the Common 
School, and very little of it, for from 19111 to 1919 only 249 
Common Schools were built. The government was militaris- 
tic and frankly preferred that children who could not be ac- 
commodated in the government schools should have no edu- 
cation rather than receive some training in schools for which 
“a fixed curriculum was not provided.” In the administration 
of this policy Koreans were eiven no share in either executive 
or advisory positions. 


THE INDEPENDENCE MOVEMENT 221 


The Independence movement began in March, 1919, and 
continued through some months. Whether by pure coinci- 
dence’ or by a more direct relation it was in August, 1919, 
that the Japanese government became aware “that the state 
of development at which the general situation has now ar- 
rived scallemtory certam reforms: ® and as we have! seen’ the 
administration and policy were changed. 

Under the new government the standards have been raised 
to the level of the schools in Japan, and while only 249 com- 
mon schools were built between 1911 and 1919, 472 were 
opened between 1919 and May, 1923. As we have just noted 
the need for and place of private schools has also been recog- 
nized and provision made for the continued existence of the 
poorer grade as well as for recognition of the standards 
achieved by the better type. The ordinance of 1922 10 provides 
tor an Imperial University for Korea and in 1924 the first 
class of the University Preparatory School began work. 
Finally as evidence that for the first time since 1905 Koreans 
are to be allowed some voice in the administration of the 
departments of government, a Korean has been appointed to 
the executive position in the Educational Bureau. 

However inadequate the present schools may be, whatever 
may be the faults of the government and however far these 
“reforms” fall short of the bourne of Independence it is easy 
to demonstrate that more of the boys and girls of Korea 
have a chance for a better education with 956 schools giving 
a six-year course than they had in 1918 with 484 common 
schools giving a four-year course. Since the public schools 
are full it seems equally within the range of mathematical 
demonstration that had the 1915 regulations on private schools 
continued in force many children who are now in school would 
be without an opportunity for an education, good or bad, 
since the period of grace ended in March, 1925. Finally we 
must remember that while a plan for a national system of 
education was made as early as 1895 it failed of accomplish- 


8 One government publication calmly asserts that “these reforms 
which had been planned were much delayed by the independence 
agitation.” 

® Imperial Rescript concerning Reorganization of the Government- 
General of Chosen, promulgated Aug. 19th, 1919, History of Annexa- 
tion and Present Condition of Chosen, Govt. Gen. of Chosen, 1924, 

10 For full text see Appendix A, 


222 MODERN EDUCATION IN KOREA 


ment, due to the external and internal causes already referred 
to, and that the edict of 192% provided the first adequate plan 
for general education which has been accompanied by con- 
crete evidence of materialization into elementary, secondary 
and higher schools. 

The reader who has followed the present statement of the 


government policy since annexation will find it interesting 


to note for himself the development or change of attitude as 
shown by the records of the educational work of the govern- 
ment during this period, to which the next section is devoted. 


Korean Pottery 


YY 


c 


GOVERNMENT EDUCATIONAL WORK 22: 


CH Bicrg os Ie 


B. EDUCATIONAL WORK OF THE GOVERNMENT- 
GENERAL SINCE 1910. 


For a better understanding of what may be implied in the 
facts and figures as to the actual accomplishments of the 
government the reader will find it helpful to glance again at 
Figure 4 in which the form of the system in Japan will 
suffice, since the edict of 1922 aims to make the systems in 
the two countries identical. A brief description has already 
been given pp. 40-43), but at the risk of wearisome repetition 
we will remind the reader that from 1911 to 1922 education 
for Koreans and education for Japanese was carried on under 
two distinct systems, though both were under the direction 
of the Educational Bureau of the Government-General oi 
Chosen. The schools for Koreans were called Common, 
Higher Common, Industrial and Special, and those for Japa- 
nese were known as Primary, Middle, Industrial and Special 
Schools. A further distinction is made between Government 
and Public Schools. The former are those supported directly 
by the central government, while the latter are those con- 
trolled and supported in large measure by the provinces and 
prefectures. In view of the fact that the so-called Government 
schools are very few in number and because the word “public 
school” carries with it to the American reader the idea of 
free, the writer has disregarded this distinction and has called 
“oovernment schools” all those maintained by both local and 
central authorities. 

The organization for the administration of educational 
affairs is described in a government publication as follows: 


“Under the former Korean Government educational 
administration was attended to by a Department equal 
in importance to other Departments of State. When the 
Government General was established, however, the Ed- 
ucational Department was abolished and an Educational 
Jureau was established instead. The Government Gen- 


224 MODERN EDUCATION IN KOREA 


eral is composed of the Governor General’s Secretariate 
and four Departments, of Internal Affairs, Finance, Jus- 
tice and Agriculture, Commerce and Industry. The In- 
ternal Affairs Department contains Local and Ed- 
ucational Bureaus, educational administration being dealt 
with by the last named bureau. The Educational Bureau 
contains Educational Affairs and Compilation Sections. 
The former section looks after affairs concerning educa- 
tion, science and art, teachers, schools, kindergartens, and 
libraries, while the latter takes in hand the compilation, 
publication and distribution of school text-books and 
people’s calendar. Besides, a School Inspector and a 
number of Assistant School Inspectors ieee under the 
Director of the Educational Bureau are charged with the 
duty of guiding and superintending schools. 

In local offices there are also provided organs for ed- 
ucational administration. To be particular, a Provincial 
Office has a Department of Internal Affairs. Educational 
officials serve in the Department and deal with general 
educational affairs under the direction of the Provincial 
Governor. In Prefectual and District Offices, officials 
charged with the despatch of educational aflairs are in 
services. In this way a thorough educational administra- 
tive organ has been set up.” 


Since the new edict went into force the Common Schools 
have as rapidly as possible added the two years necessary to 
bring them to the grade of the Primary Schools and in theory 
Japanese students may attend the Common, and Korean pupils 
the Primary schools and in practice also this occurs to a small 
degree. The language difference, however, makes it more 
practical to conduct the two systems separately though they 
are now equal in grade. The school for Japanese will be dealt 
with first and then the schools for Koreans. That the reader 
may understand the grounds for the Korean complaints of 
discrimination and that the degree of change in this respect 


1*Manual of Education of Koreans, 1913,” p. 7, Govt.-Gen. of Chosen. 
The province, prefecture, and district Seen to in the quotation are 
the three political divisions of the country in a descending order. 
There is no definitely specified size for either prefecture or district, 
but they, are roughly based either on old divisions or on population. 
The districts in some parts of the country cover a larger area than 
the prefectures in more thickly populated regions. 


GOVERNMENT EDUCATIONAL WORK 220 


under the present government may also be more evident, the 
statistics and graphs for the schools for Japanese and for 
Koreans have been given together thus making it unneces- 
sary to constantly turn back a number of pages to find the 
data on one or other of the two nationalities concerned, 


1. Education of Japanese in Korea. 


Japanese settlers and merchants began to come to the treaty 
ports of Korea almost immediately on the signing of the 
Korean-Japanese treaty in 1876 but the numbers were small 
and up to the time of the China-Japan war the Japanese pop- 
ulation did not exceed about 10,000?. After that war the rate 
of immigration somewhat increased but the larger immigra- 
tion did not begin till the Russo-Japan war and the protec- 
torate in 1905, At that time a large number of adventurers and 
general riff-raff poured into Kore ea and contributed a great 
deal to the dis-repute of Japan and the enmity and misunder- 
standings between the two peoples. Since that time there 
has been a slow but steady increase in the number of Japanese 
living in Korea but nothing like a race movement or anything 
even comparable with the E uropean immigration to the United 
States. The population and inerease year by year since 1910 
is given herewith.3 


The Japanese who first came to Korea should be given 
great credit for early establishment of schools for their chil- 
dren, and for their efforts to maintain them as private under- 
takings up to the time of the protectorate. A government 


Year Population Increase Year Population Increase 


1910 171,543 1917 332,456 12,518 
1911 210,689 39,246 1918 336,872 4,416 
1912 243,729 33,040 1919 346,619 9,747 
1913 271,591 27,862 - 1920 347,850 123k 
1914 291,217 19,626 1921 367,618 19,768 
1915 303,659 12,442 1922 386,493 18,875 
1916 320,938 17,279 1923 404,000 (4) 


Average increase per year 18,004 (4). 


“Report of Reforms and Progress in Chosen 1918 -1921,” p. 14. 


renee of Reforms and Progress in Chosen 1911- 1922 and Statistics 
for 1922. 
+ Estimated, 


MODERN EDUCATION IN KOREA 


226 


NS 
[| 
CI 
| 
‘| 


Japanese Population in Korea 1910-1923 


Ht 
cH rH 
: 
: 
: 
TH 
: ae 
a | 
+H rs 
ait 
HH 
- 
: 
: 
8 “te 
& eae 
fe, 


Ha 


GOVERNMENT EDUCATIONAL WORK 227 


account of these educational beginnings among the Japanese 
says: 


Prior to the Chino-Japanese war, education of Japanese 
in Chosen was in its infancy, and the first step in it was 
the establishment of a school of primary grade in Fusan 
under the name of Kyoritsu Gakko in 1877. Similiar un- 
dertakings were started in Wonsan in 1882, in Chemulpo 
in 1885, and in Seoul in 1889, Regular primary education 
Was started in Fusan and Wonsan in 1888. in Chemulpo 


in, 1889 and in. Seoul in 1892.” 5 


After the Chino-Japan war the increase in Japanese popula- 
tion caused a corresponding rise in the number of schools 
which in 1896 reached eighteen. Under the protectorate sub- 
sidies and other assistance was given to the associations 
maintaining the schools with the result “that in the first year 
(1906-07) 54 schools were established, in the second 79, in the 
third 102, and by the establishment of the Government Gen- 
eral some 120 were in existence.” ® These schools were based 
on the system in Japan and provided six years in the primary 
school with a possible eight in some cases for pupils who 
did not intend to go on to the Middle school but wished 
somewhat more thorough Primary training. The Primary 
schools are still largely maintained by the School Associa- 
tions though receiving subsidies from the government. These 
associations numbered 401 in 1922, and their expenses were 
estimated at Yen 5,580,5267, though it is not stated whethe1 
this. includes the total cost of the schools which they main- 
tain or only the share of it borne by the association. The 
associations “are judicial persons,” i.€., are incorporated, and 
the schools so maintained are not reckoned as private but 
as public schools. The Associations also carry the work’ of 
the girls’ secondary schools and the few commercial and ele- 
mentary commercial schools for Japanese. 


*“Manual of Education in Chosen, 1920,” Government-General of 
Chosen. 

6Apparently, “Had been established,” is meant since if the number 
stated were established in each year of those years the closing 
phrase in which it is stated that “some 120 existed” in 1910 becomes 
ridiculous, 

‘Statistics for 1922, Government-General of Chosen. 


228 MODERN EDUCATION IN KOREA 


The Middle Schools (secondary schools for boys) are sup- 
ported by the government’ as are the Special Schools or col- 
leges which are open to both Koreans and Japanese. The 
report for 1923 shows 435 Primary schools and gives the per 
pupil expenditure for those maintained by the associations 
(434) as Yen 54, with a range of from Yen 106 in North 
Chungchun Province to Yen 40 in South Chulla Province. 
This includes the Advanced as well as the ordinary Primary 
course. The population reported as included in the asso- 
ciations in 1922 is 343,905, or about 43,000 less than the total 
Japanese population of the country for the same year. This 
is probably due to the number of Japanese who are in Korea 
without their families, and the same fact tends to reduce the 
percentage of children in the total population. If we take 
20% of the whole number as the school population, we get 
about 80,000 for 1923, and since the report quoted above 
shows over 66,000 Japanese to be in school in Korea, it is 
plain that school facilities provided for Japanese are very 
nearly adequate. This is still more evident if we take into 
account the numbers of children who return to Japan to 
school. Two tables showing the number of primary and com- 
mon schools, with the Japanese and Korean population for 
the corresponding years and the number of schools of each 
system per 100,000 of the population for which they are pro- 
vided, and also showing the expenditure in yen and the per- 
cent of the total between Primary (Japanese) and Common 
(Korean) schools are given herewith and the facts graphically 
presented in Figures 31, 32, 33, and 34. 

The high proportion of ‘schools for Japanese to population 
will probably puzzle the American reader, or at least the 
reader from the larger cities. A glance at either Figure 32 
or the table shows that the ratio rises almost to 115 schools 
per 100,000 population and has exceeded 100 per 100,000 
ever since 1917. This is probably due to the scattered nature 
of the Japanese in Korea. Over half of the Japanese in Korea 
live in the towns of 10,000, and over, listed in Figure 1, but 
the other half are distributed over the country in relatively 
small groups. The same is of course true in even greater 


SIn 1923 eight middle schools are reported as supported by the 
2overnment and one as by the associations. 
Report of Schools in Chosen,” Ed. Bureau, Goyt.-Gen. of Chosen, 


1924, 


229) 


XN 


WORI 


EDUCATIONAL 


GOVERNMENT 


Common and Primary Schools in Korea(Public) 


Fig. 31 


niet ee 
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HeseeECeeerosesessesreseereeet oc Sitrrrsssssssssissiitit 
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; H 


KOREA 


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CATION 


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a = - = =H 

= seers : 

‘3. : Sezes ast tesrestatsbet tac i 

og tess 


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Wosof SchsAts for Koreans and Japansse por 103,000 of Korean 


ana Japanese Po 
a t 
3 
t 


5 5 
We, 
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= 
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it 
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GOVERNMENT EDUCATIONAL WORK 231 
degree of the Koreans for the native population of the 23 
towns listed, gives a total of under 650,000 or a concentra- 


Population and Elementary Schools for Japanese and Koreans (1°), 


For Japanese For Koreans 


Schools Schools 
No. of per 100, No. of per 100, 
Year Pop. Schools 000 pop Pop. Schools 000 pop. 


1910 171,543 102 59.46 13,128,780: 101 76 
191] 210,689 128 60,75 13,832,376 pos lelO 
1912 243,729 180 73.85 14,566,783 BY deh CoP Ri ae 
143 271,591 204 Pac Lt 15,169,923 Sheet uaa ta) 
1914 ZOV 217 204 91.07: 15,620,720 381 2.44 
1915 303,659 291 95.86 15,957,630 Set yah) 


1916 320,938 316 98.44 16,309,179 416 2.55 
1917 332,456 342 102.86 16,617,431 443 2.66 
1918 336,872 364 = 108,05 16,697,017 462 2.76 
1919 346,619 380: 109.63 16,783,510 4842.88 
1920 347,850 399) e114 66 16,916,078 SOS Eo 
1921 367,618 412. 19278 17,059,538 7154.18 
E922 386,493 419 108.41 17,208,139 811 4.71 
1923 x404,000 435 107.67 = x17,304,000 Bass 04 


x Estimated. 


Expenditure in Elementary Schools for Japanese and Koreans (11). 


For Japanese For Koreans 
Year Amount Percent Amount Percent 
1912 Yen 568,564 41.92% Yen 787,549 58.80% 
1913 687,334 40.69 977,255 59.31 
1914 709,949 39.04 1,108 376 60.96 
1915 770,550 40.44 1,136,265 59.56 
1916 785,412 38.73 1,242,009 61.27 
1917 1,003,252 42 40 1,360,436 57.00 
°1918 1,203,154 40.68. 1,754,335 59.32 
1919 1,654,597 42 02 2,283,588 57.98 
1920 2,797,771 SMS 5,502,967 62.27 
1921 2,945,423 29.01 7,897,645 70.99 
1922 3,532,659 25.05 10,576,051 74.95 
1923 3,634,607 2523 ae 11,576,713 MSA) 


10 These figures are mainly from the various issues of “Report 
of Reforms and Progress in Chosen’ but the number of schools 
has been checked by reference to “Manual of Education for Koreans, 
1913”; and other government publications. These do not always 
tally with each other as sometimes all common schools are in- 
cluded, sometimes only “public” and sometimes “public and govern- 
ment.” The above table is intended to contain “government and 
public” and these only. 

11 Statistical pamphlet on Education (in Japanese) Educ. Bureau 
of Govt. Gen. of Chosen 1923. (The figures for 1923 are from the 
“Report on Schools in Chosen” (in Japanese) published in 1924, 


MODERN EDUCATION IN KOREA 


s of Total 
(puphicd . 


and Korean School 
déducation in Korea 


rt 
eee 


Po 


EEE eee 


EEE eee eee 
EEE EEE EEE EEE 


EEE EEE Eee 


SEGEICSETESETI 


EEE EEE EEE Eee eee 


SEH 


ES 


z 


naa 
PEE 


“t 


meee 


Fer 

ane 
ates 
arnt 


HH 


i 


she 


nditure in elementary 
aqnag ts 


Percents between Japanese 


Expe 


Pige33 


% 
- 100 


HEH 
Pee 
ies 


Bn~Gn EEee~ SeeeEs % 
CN ert PS 


= 


fare 
oH 


Hite 


EEE Eee eee 


Stet TEL 


cetaritae 


AH 


90 
70 
10 


GOVERNMENT EDUCATIONAL WORK 233 


tion in these larger centres of less than 4% of the Korean 
as against over 50% of the Japanese population.!?. There are 
some police and local officials, merchants and farmers who 
are entirely isolated from other Japanese families, and for 
such as these a few hostels have been established in school 
centres to accommodate students who can afford to leave 
home for their schooling, 


The table showing the expenditure for elementary educa- 
tion for Japanese and for Koreans {rom 1912 to 1923 gives 
also the percent of the total expenditure for elementary edu- 
cation for the primary and common schools respectively. It 
must be remembered that a large part of the expense for the 
Primary schools is borne by the school associations and simi- 
larly that a large part of the expense of the Common Schools 
is raised from tuition, local taxes, and provincial funds. The 
sources of the funds for the two systems while different are 
not dissimilar and the comparison is at. least interesting, 
though it must not be understood as a division of any total 
lump sum by the central government. Again the reader can- 
not but be struck by the difference between the pre and post 
1920 periods both in absolute sums expended and in the rela- 
tive percentages. Thus the amounts expended for Common 
Schools in the last four years exceed the total of the seven 
preceeding years by some Yen 25,000,000. The most cursory 
glance at Figure 33 which shows the relative percents for 
Japanese and Koreans of the total expenditure in elementary 
education reveals that up till 1920 some 40% of the total 
funds were expended on the educational needs of a group 
which forms less than %.5% of the total population, and 
that after that date the proportions changed rapidly till in 
1923 only 23.23% was being used for this group. That this 
was not at the expense of cutting down on the primary schools 
in absolute expenditure is plain if we glance back at the table, 
from which we find that the sums expended on Primary 
Schools (Japanese) in the last four years are greater than 
the total for the preceding seven years. 


The secondary schools for Japanese consist of nine Middle 
Schools (for boys) and nineteen Girls’ High Schools. Eight 
of the former are “government” schools, while all the girls’ 
high schools and one of the middle schools are supported by 


12“Statistics for 1922.” Table 5, Govt.-Gen. of Chosen. 


234 MODERN EDUCATION IN KOREA 


Fig.34 § Expenditure Schools for Japanese and Koreans(Elementary) 
1922£-1923,in Yen 
' 


SHassdatessantecestttoczttitt 


16000000 


Saeeneee 
1400000 oH H Hor 
lI H+ oe 
: SSH ESEHesedteand east east fonst fesst esst eest acs 
SHSHEESEHE Scadteasds tassios seteasettosseetosstocsttnossstessttacs 
EHH BECEE EEE EEE EEE EE EEE 
2G SESE nner eae ee ete ae 


ane 

eaee YT 

Tt a2a8 

PTT 2288 

Pe he ar 

COE EEG Cr Renee 

Ll, RS HH 
PH -H ey 


[ a 
S208 <Seee Sees eee 
ite) te el cloial fdale oie iepale eet) 
/ SER. GGRS SERS S SR S8 BRR ee 
' (072 eee hee eee 
CC oo ry ci 
S7 40S VERSES REARS 
a cor aan 


aeP 4 YT 
ee Deere een etre eer ee 
Ler | | TTT le | 
porn ie Pee ee EE eer fore): ebaeieameios 
SRRESRPE POKER EST USSR ROCESS ee 
B40 Ae Be See See 
YT Ht 


Sssusnenanevaraveraresaracevararavavatarafaratitata 


GOVERNMENT EDUCATIONAL WORK 230 


the school associations. These twenty-seven schools enrolled 
3,893 boys and 4,475 girls in 1923. The ordinary expense for 
1923 for the boys’ schools is reported as Yen 697,940 and for 
the girls’ as Yen 535,281, and the extraordinary expenditure 
Yen 279,520 and 145,238 respectively. The figures for secon- 
dary schools for Japanese for 1918, the last year of the old ad- 
ministration, show five Middle Schools with an enrollment of 
1753 and a total expenditure of Yen 364,056 and ten girls’ 
high schools with 1,718 pupils whose education for the year 
cost a total of Yen 134.115. The contrast in schools, in enroll- 
ment and in money spent for education makes it plain that 
the increased expenditure in schools for Koreans, has not cut 
down the amounts spent for the education of Japanese, but 
that both have shared the benefits of the new administration. 
The girls’ high schools include a few so-called “practical” 
high schools which give more attention to industrial training 
and household arts than to academic education, 

The primary schools in Korea are allowed by Article X,b, 
of the Regulations for Public Primary Schools in Chosen, 
to include “in their curricula agriculture and commerce ac- 
cording to local conditions.” The work done under this pro- 
vision plus a few elementary commercial schools. one Higher 
Commercial school in Seoul and an elementary technical 
school largely comprise the sum of the industrial training for 
Japanese in Korea. Since the new edict, and to a certain ex- 


tent before it, there have been both Japanese and Korean 
students in most of the so-called industrial schools of the 
country. 

The government colleges have for some years been open to 
both Koreans and Japanese, and usually have a somewhat 
larger number of Japanese than Korean students. The five 
government colleges had a total enrollment of 1061 students 
in 1923, of whom 581 were Japanese. 

For the training of teachers for the Japanese schools, an 
Institute for Training Primary Teachers was attached to the 
Seoul Middle School. This has since been supplanted by the 
recently established Government Norma] School in Seoul at- 
tended (1923) by 388 Japanese and 37 Kor ans, and main- 
tained at a total cost of Yen 370,951 for 1923. 

Enough -has been said on the education of Japanese in 


Korea to enable the reader to form an idea of the difference 
in the systems for the two peoples from 1910-1920, and of the 


236 MODERN EDUCATION IN KOREA 


share of government attention and care received betore and 
since the reforms of 1920. For convenience in comparison 
as well as on account of the present close interrelation, the 
statistics for Japanese and Korean schools are given together, 
in the section on government education for oreans. 


2. Education for Koreans. 


The discussion of the educational policy of the government 
and the section on the education of Japanese in Korea have 
already furnished the reader with a general idea both of the 
type and extent of the education offered to Koreans under 
the edict of 1911 and of the changes introduced by Governor- 
General Saito’s administration beginning in 1919. 

The Japanese system in commerce, agriculture, transporta- 
tion, public service, education, and in every branch of life 
is one of government control and minute regulation. The 
merits and demerits of such a system have been the subject 
of discussion and debate in every government and age, or 
sooner or later become the subject of such discussion. It 
is only recently that voices have been raised against it in 
Japan, for a part of the regulations is concerned with the 
topics on which voices may not be raised. If articles or edi- 
torials are considered inimical to the public welfare the entire 
edition of the paper may be, and often is, confiscated, some- 
times without the editor being enlightened as to what item 
is the offender. If it be a precious privilege to stand on a 
soap-box and orate “agin the government” it is a privilege 
denied to the subject of Japan and for such orations the orator 
would find himself lodged in jail, in addition to the fact that 
there is almost certainly a Police Regulation as to the Use 
of Soap Boxes. Such a system has many obvious advantages 
and in Japan the group in every country who “view with 
alarm” are viewing more intently and with greater and greater 
alarm the more liberal tendencies which are beginning to show 
themselves there. 

When this type of government was introduced into Korea 
there were many Koreans and western residents of NKorea 
who felt that it was devised with malign intent for their par- 
ticular annoyance. It is quite true that it provides the petty 
official with a mighty weapon for the annoyance of any who 
happen to be in his bad books, and it is equally true that in 


GOVERNMENT EDUCATIONAL WORK 237 


many cases it was so used to the limit of its varied possibili- 
ties. In the main, however, it was merely part of a govern- 
ment system and was naturally applied to the new territory 
coming under the control of that government. 

Applied to education, it results in a system in which prac- 
tically nothing is left to the initiative of either teacher or 
pupil. The schedule from one year’s end to another is fixed, 
the curricula are fixed, the lessons to be covered, the books 
to be used, and almost every conceivable item in the educa- 
tional program, are “fixed” by the central educational authori- 
ties. In certain rare cases the principal may make minor 
changes “after obtaining the approval of the governor of the 
province.” Uniformity is, of course, secured by these means 
and other advantages are also to be had in this way. It is 
probable, however, that the Occidental reader will consider 
that they are secured at too great a prices, [tris#alsaato. be 
remembered that so long as the rest of the government is 
carried on under this system it is quite possible that better 
results from the government’s point of view will be secured 
by the extension of the system to education than by the use 
of methods which would tend to the greater development of 
individual thought and initiative. 

The greater part of the teaching from the first gerade of 
common school up, can be divided between the two heads of 
“lectures” and “drill.” The blackboard is used almost solely 
by the teacher, and from these lectures and drills the pupil 
is expected to absorb an education. Pupils coming to schools 
where other methods are used, protest violently against be- 
ing asked to read anything outside the “text”: at having to 
perform, to write up, and draw conclusions from experi- 
ments; or because the teacher does not translate the foreign 
language lesson line by line. The twenty-six or twenty- 
seven hours of the common school schedule and the thirty 
odd hours of the higher common schedule are filled by the 
regulations and there is no room for either electives or study 
periods ; nor any elasticity of the schedule whereby provision 
may be made for either advanced or retarded pupils. Under 
this sort of plan it is not surprising that the “best teacher 
of English grammar in the city of Seoul” should be an indi- 
vidual who cannot speak English intelligibly but who has 
thoroughly mastered the puzzlers and trick questions of the 
examinations for the advanced schools in this subject. \What 


238 MODERN EDUCATION IN KOREA 


is little more than rote-memory work is at a premium and 
the results are astonishing, as always, when this is made the 
objective. There are, of course, teachers who do very excel- 
lent work even under such a plan, and there are individuals 
whose tendencies are along more liberal lines and who see 
advantages in greater freedom for both teachers and pupils. 
The new edict made little difference in this respect, except 
in a tendency to allow greater discretion to the principals 
in certain details and to sometimes wink at minor changes 
and infractions of rules. Even this is done under criticism 
and difficulty, and in the summer of 1924 the “Seoul Press” 
(the government paper) contained an article on the dangers 
of “free education” in which it was said: 


“that school inspectors of the Government-General 
have recently inspected the public primary schools and 
found that they err on the side of too much respect for 
the individuality of the pupils and too much freedom of 
education to the neglect of the principle prescribed by 
the educational authorities. In the spring the Educa- 
tional Department, to combat the growing neglect of 
State text-books by primary schools under the plea of 
encouraging individuality and free education, issued or- 
der for faithful adherence to the State text-books and 
the Government General took steps for the enforcement 
of the order in Chosen. ... In this connection we learn 
from Mr, Yamazawa, chief of the Educational Section of 
Keiki Provincial Office that the authorities recognize the 
evil of the so-called ‘free education and expect shortly 
to take steps to remedy the situation, and in doing so, 
will not hesitate to act drastically with respect to teach- 
ers irreconcilably opposed to the official policy.” ' 


The freedom which is to be so “drastically” dealt with was 
so slight as to impress the liberal more as restraint than 
as liberty. It is interesting to note that the order originally 
emanated, not from the Government General in Korea, but 
from the Educational Department in Japan and that this 
“orowing tendency” toward individuality was first noted 
there. 


18“Problem of the day in Primary Education in Seoul,” Seoul Press, 
July 15, 1924. 


GOVERNMENT EDUCATIONAL WORK 239 


It is quite obvious that Japanese were better fitted for the 
execution of these policies than Koreans, and it was not at 
all unnatural that the principals of common and higher com- 
mon schools were therefore Japanese. It must also be re- 
membered that the number of Koreans educationally fitted 
to hold these posts was not large and that since the teaching 
of the “national language” (Japanese) fills approximately 
one-third of the common school course, it was economy to 
have in the principal a native of Japan. After making all 
these allowances it still must be admitted that the whole 
policy till 1920 was against placing Koreans in executive posi- 
tions in any line of government activity. The appointment 
of a Korean as head of the educational bureau and the recent 
choice of Koreans for principalships in some schools seems 
to indicate a reversal of this policy by the present govern- 
ment, while each year increases the number of Koreans edu- 
cationally fitted for these positions. 

We have already referred to the distinction made by the 
government between “Public” schools and “government 
schools,” the first class being maintained by the local and the 
second by the central government. The so-called govern- 
ment schools are maintained as model institutions as ar as 
the elementary grades are concerned, but most of the «sec- 
ondary schools are government schools largely because it has 
been felt that the local communities were unable to maintain 
them on a proper basis. It is also claimed by some that a 
closer supervision of the more advanced students was thus 
possible. The degree of central control over all schools is 
£0 great that this would seem unnecessary and unlikely. In 
elementary education there is one Government Primary as 
against 434 Public Primary Schools and similarly there are 
three Government Common as against 956 Public Common 
Schools. In secondary education for Koreans there are 12 
(sovernment and no Public Higher Common Schools and 2 
Government and no Public Girls’ Higher Common Schools. 
The other Government Schools are one Agricultural, and one 
Technical school and the five colleges of Law, Medicine, 
Technology, Commerce, and Agriculture and Dendrology. 


a. The Common Schools. 


The Public Common schools do not depend for their entire 
support on the local revenue but receive some financial as- 


240 MODERN. EDUCATION IN KOREA 


sistance from the central government just as the Japanese 
School Associations receive subsidies for the support of the 
Primary Schools. The sources of revenue of the “Public” 
Common schools may be roughly classified under four heads. 


1. Interest on the Imperial Grant and state subsidies. 

2. Provincial revenue from school properties and taxes. 

3. Local revenue from special school taxes in the city or 
town where the school is located. 

4. Tuition. 

At the time of annexation an Imperial Grant of Yen 
17,000,000 was made to Chosen and two-tenths of the interest 
on this sum is set aside for educational expenses and espe- 
cially for Common schools, to which is added special subst- 
dies from the central government when necessary 

The provincial revenue is largely derived from school 
properties. These have been taken over by the Common 
Schools from the old Confucian district schools and temples 
with the lands for their maintenance. In some cases the old 
buildings have been remodeled for the modern school houses, 
but in any event the revenue from these lands except for a 
small sum for certain yearly ceremonies and sacrifices at the 
local Confucian shrines is devoted to the modern style com- 
mon schools. From 1912 to 1918 the revenue from such 
school properties amounted to almost 25% of the total cost 
of the Common schools.!4 Other Provincial revenue is de- 
rived from what are called “Additional Taxes” on Land, 
Houses and Households which are levied for educational pur- 
poses. The third source of revenue is similarly derived from 
a special school tax on the residents of the city, town or vil- 
lage where the school is located. The fourth source, the 
tuition, varies according to the local conditions, and_ the 
amount of other revenue, but would probably average be- 
tween Yen 0.70 and Yen 1.00 ($0.85—$0.50 per month). As 
indicated in the quotation describing the administration of 
educational affairs, the Governor, for the Province and the 
Prefect or District magistrate, for the lower political divi- 
sions constitute the educational heads of their respective 
units. Formerly the tuition was fixed by the principal in con- 

14*Manual of Education in Chosen, 1920,” Table of Exp. Puthb., 
Common Schools, p. 40. 


GOVERNMENT EDUCATIONAL WORK 241 


Seep OT C2aes CHOOLS: 
‘Rural Common School. 
Higher Common School for Boys. 


242 MODERN EDUCATION IN KOREA 


sultation with these officers of the local educational section. 
Under the new edict each district is to organize an educa- 
tional board of twenty to thirty members of which the Magis- 
trate or Prefect is president, and the tuition is fixed by this 
body, which also has certain other powers delegated to it 
under the ordinance. In 1918, the last year of the administra- 
tion, the tuition fees covered slightly under 25% of the “or- 
dinary” expenditure for the schools. 

The buildings and grounds of the Common schools are 
usually attractive and Pee ely well appointed and equipped. 
As mentioned above, the old buildings of the Confucian 
schools and the Institutes have in many cases been remodeled 
and used as Common schools, and these are by tar the. best- 
looking of the country Common Schools, for these older 
buildings with their heavy timbers and eracefully sweeping 
tiled roofs have an appearance of substance and an architec- 
tural beauty that the lighter modern structures entirely lack. 
The new schools are usually of one story, built in Japanese 
style and of frame with roofs of Japanese ‘tile. They are neat 
and attractive and have distinct advantage in arrangement 
and in light over the older buildings. They are cold in win- 
ter and when all doors and windows s are tightly closed to 
conserve all possible warmth from the little stoves which act 

s “heating system” the atmosphere at the end of a morning's 
session can be better imagined than prescribed. The schools 
are no worse than most of the government buildings in this 
respect and are much better built and equipped than are most 
of the private schools of elementary grade.! 

The immediate grounds of the school usually comprise a 
space large enough for outdoor drills, and sometimes one or 
two tennis courts in addition. Out- door athletic apparatus 
is provided and usually includes a “horse,” for the boys, and 
swings, see-saws and sometimes a “giant swing” for the girls. 
In addition to this playground space, many of the schools 
have some acres of “practice ground. and school forest,’ 
as the government describes it, for agricultural practice. 


15Probably, due to the warm climate from which they come, the 
Japanese da not seem to understand building or heating requirements 
for the rigorous climate of Korea, and suffer intensely from the cold 
in their homes, offices and public buildings. 

16The land of the country is classified as Dry-land, Paddy Fields 
and Forests, all cultivated land coming under the last heading, hence 
the term for such land assigned for school use. 


GOVERNMENT EDUCATIONAL WORK 243 


The course of study for Common schools under the ordin- 
ance of 1911 and under the new edict is given below.!? 


Common School Curriculum Ordinance of 1911 


Subject: Year I I] ITT 1V 
Hours per week: 
Morals 1 1 1 ] 
National 
Language 
(Japanese) 10 10 10 10 
Korean Lang. & Chinese Lit. 6 6 5 5 
Arithmetic 6 6 6 6 
Nature Study — — 2 Z 
Singing, Exercise 
5 3 3 3 


Drawing, Manual wk. | 


Elem. Agriculture 
Elem. Commerce 
Sewing and Handicraft 


Total 26 26 27 27, 
Common School Curriculum New Educational Ordinance 
Subject: eAte aL IT IO WAYS V VI 
Hours per week 
Morals 2 2 iy, 2 2 2 
National Language 

(Japanese) 9 11 11 1] 8 8 
Korean Lang. and 

Chinese Lit. 4 4 3 3 3 3 
Arithmetic 5 5 6 6 4 4 
History (Japan 

and Korea) - 2 iz 
Geography (Japan | 

and Korea) 

Science (Zoology, Z 2 

Botany, Physics, 

Chemistry) Zz 2 2 
Drawing 1 1 1 1 1 1 
Calisthenics 2 2 3 3 5 3 
Sewing (for Girls) ia ee ta NN ea 
Manual Training (for 

Boys only) — — — 2 3 3 
Singing i 1 1 1 1 1 


a ee 


Total 24 


26 27 31 ol 31 


17Curriculum under Ordinance of 1911 from “Manual of Education 


for Chosen, 1920,” facing p. 40. 


Curriculum under New Ordinance 


from that of recognized private Common School conforming fully 


to government curriculum, 


244 MODERN EDUCATION IN KOREA 


Under the old system a certain amount of general informa- 
tion on history, geography, etc., was included in the primers 
on the “national language,” but it can easily be imagined that 
this was of necessity very meagre and sketchy in character. 
Morals or Ethics, as it is sometimes called, is a required sub- 
ject in all grades of all schools and comprises lectures and 
talks on the proper relations and actions in society, respect 
for parents, teachers, rulers, etc., and common etiquette. It 
is embellished with moral tales of model individuals who have 
died or suffered for parents, feudal lords and others in author- 
ity, of great scholars and the like. The instruction is formal 
in the extreme and the results are probably as great, and no 
greater than those secured by the writing out of copy book 
maxims. It probably plays its part in “cultivating the Ja- 
panese idea that loyalty to the Emperor is the virtue to be 
developed above all others, and if necessary, at the expense 
of the others. This was illustrated some years ago by an in- 
vestigation made in Japan by a Japanese educator in which 
a very large number of school children were asked to name 
what they considered the five principal virtues. Loyalty to 
the Emperor stood first in practically all answers, while Hon- 
esty, Truthfulness, etc., etc., sometimes found a place on the 
list, but in a large number of cases were omitted altogether. 
The results may very well have indicated more what the 
children felt they “ought” to answer than their own evalua- 
tion, but the whole investigation created much discussion in 
Japan at the time, the gist of which was published in English 
in the “Japan Advertiser.’ 1% 


The Chinese ideographs are studied both in the Japanese 
pronunciation in the study of Japanese and with the Korean 
pronunciation under “Korean Language and Chinese Litera- 
ture,” which also includes the study of the Korean vernacular 
phonetic script. 


Arithmetic in Korea and Japan, besides that which is stu- 
died by occidental boys and girls, includes practice in the 
use of the abacus or oriental adding board. Mental arith- 
metic becomes largely “abacus arithmetic,’ and as the sum 
in addition is called off the rattle of the counters is heard 


18See also Dr. Scherer’s discussion of this point in “Japanese Mor- 
ality.’ 


GOVERNMENT EDUCATIONAL WORK 245 


all over the room and the hands shoot up to show that the 
“sum” has been finished. The little machines are useful and 
valuable, but over emphasis makes them a sort of “crutch” 
so that the average Japanese or Korean seems unable to add 
the simplest and shortest column of figures without an aba- 
cus in hand. Thus a police inspector required an abacus to 
subtract 1890 from 1920 and so ascertain the writer’s age, 
and a bank clerk needed one to add a deposit of an even hun- 
dred yen to the balance recorded in a pass book. 


The old “Nature study” course is described as “Things 
and phenomena of nature and their utilization” for one year, 
and “outline of physiology and hygiene” for the second. The 
present Science course with its rather formidable array of 
subjects is naturally a very generalized introduction to the 
elements of these branches of science. The other subjects 
of the course are self-explanatory, except that in the country 
schools some form of farming or agriculture would probably 
be substituted for the manual training. 


Under the old system practically all instruction was sup- 
posed to be given in Japanese in addition to the time devoted 
to the study of Japanese as a language; under the new, the 
requirements in this respect are less rigid and private com- 
mon schools are given greater freedom in the matter of teach- 
ing in Korean. Korean geography and history also find at 
least a place in the new course, though naturally a subordin- 
ate place and, equally naturally, they are taught from a Japan- 
ese rather than a Korean point of view. It would be ridic- 
ulous to expect the Japanese government to teach other than 
the Japanese version of the long series of relations between 
Korea and Japan, from Hideyoshi’s invasion and before, down 
to the annexation and the independence movement. It is 
equally ridiculous to expect Koreans who feel a natural pride 
in the bright pages of a long history to be content with this 
version or with the amount of time devoted to the study of 
Korean geography, or the time spent on the study of the 
Japanese language. It seems improbable, however, that the 
Government can be expected to make any further conces- 
sions in these matters than those made by the Ordinance of 
1922, which plainly constitutes a great advance over the 
former system. 


Such statistics as are available on Common and Primary 


246 MODERN EDUCATION IN KOREA 


schools from 1907-1923 are given in this section. The num- 
ber of pupils per teacher, and per pupil expenditure have been 
computed from the tables given here and in the section on 
education of Japanese. The table is supposed to embody the 
figures for both “Government” and “Public” schools, but it 
is quite possible that minor errors may be found to have crept 
in due to the varied sources from which it has been compiled 
and the varying forms used in these sources. Another pos- 
ible source of seeming error lies in the fact that for a num- 
ber of issues the figures for the “year ending May 31” are 
reported as of the preceding year, while in the later issues 
of the “Report of Reforms and Progress” such data is given 
as of that year. Again, whether due to misprints or to the 
inclusion of private common schools under the general head- 
ing of “Common Schools” the various government sources 
do not tally. Thus in 1912, the Manual of Education in Cho- 
sen” English version, reports 108 Primary schools, Japanese 
version 180, and Report of Reforms and Progress 176. In 
this case comparison of enrollment figures and other data 
made it seem probable that the “108” of the English 
version was a misprint for “180,” and this figure was 
accepted and included in the table. Again in 1915 the Report 
of Reforms and Progress shows 285 Primary schools, the 
two versions of the Manual of Education in Chosen 290, and 
the statistical pamphlet on education published in Japanese 
gives 291, which after careful checking was accepted and is 
given in the table. For certain years, however, only one 
source was available, as for the years from 1907-1912 (Reports 
of Reforms and Progress or 1920 and 1921 (ibid) or for 1919 
Statistical Pamphlet, in Japanese and in these cases it has 
not always been easy to tell whether Public only, Public and 
Government or in some cases Public, Government and Pri- 
vate were included. Where both figures are published under 
separate heads (Public and Government) these have been 
added and the totals given if such a total was found by other 
ccmparisons to tally with figures in other sources. Other 
things being equal, the larger figure has been chosen rather 
than the smaller since while, it seemed quite possible for 
a school to have been omitted, it seemed less likely that non- 
existent schools would be reported’ in any government pub- 
lication. Lastly, the difference between the government re- 
ports on per pupil expenditure and those given by the writer 


ING 


4 


iDUCATIONAL WORK 


al 


RAE 


ty 
4 


a 


GOVERNME 


Primary and Common Schools 


1l expenditure 


Fig-35 Per-pup 
1912-1918 
SSieeecem 


& 1923 5 


aA ESSE 
i scsadiaifesssitinetteccct 


Sa aa 
SUEUEErireccosssssstattttiitiniteeeeeeeeee etree 
HEE HEE Rarer if 
PEELE EEE EEE : 
iui site seiactit 

firssssstnntnitttt 


8 


248 MODERN EDUCATION IN KOREA 


in the accompanying table are due to the writer's estimate 
being based on the total (“ordinary and extraordinary”) an- 
nual expenditure while the offiical figures are for the. or- 
dinary expenditure only. 

With this explanation the statistics and the graphs'® based 
on them are offered for the reader’s study in the hope that 
together with the statistics and figures shown in the section 
on the education of Japanese, they will afford a picture of 
elementary education for Koreans and Japanese in Korea of 
value to the student of education and to those interested in 
the policy of Japan in her largest possession. 


Primary and Common School Statistics 1907-1923, 
Common Schools (Koreans) 


Year Schs. aches B. G. Total 
1907 50 224 4615 — 4615 
1908 59 296 8085 130 8115 
1909 90 462 12049 546 12595 
1910 101 544 13086 1146 14232 
1911 235 1083 26224 2384 28608 
1912 328 1427 37948 3115 41063 
1913 353 1596 43447 3619 47066 
1914 381 1729 47002 4183 51185 
1915 399 1860 53564 5192 58756 
1916 416 1991 59528 6126 65654 
1917 443 PAGS 65827 7702 73529 
1918 452 2314 76898 10481 87379 
1919 484 

1920 595 107282 
1921 Fale 157295 


1922 811 4344 195926 29960 225886 
1923 959 5479 263856 42780 306636 


EEUU EEE EEE 


Primary Schools (Japanese) 


Year Schs. Tchrs, B. G. Total 
1908 54 226 3996 3431 7427 
1909 79 288 5321 4612 9933 
1910 102 363 6712 5918 12630 
1911 128 455 8347 7162 15509 
1912 180 578 10179 8919 19098 
1913 204 691 11630 10252 21881 
1914 264 826 13359 11556 24915 


19Figures 35, 36, 37, 38. 


GOVERNMENT EDUCATIONAL WORK 249 


Primary Schools (Japanese) Cont. 


Year Schs. Tchrs: B. G. Total 
1915 291 952 SWISS 13046 28179 
1916 316 1050 18552 16507 35059 
1917 342 1183 19924 17938 37862 
1918 364 1267 20904 19289 40193 


£919 380 
1920 399 45699 
1921 412 48752 


1922 419 1620 ehale 24705 51918 
1925 435 1690 27957 25563 53519 
$$ YE 


Average No. Tchrs per Sch. Average Pupils per Tchr, 


Common Primary Common Primary 
Sch. Sch. Sch, Sch. 
1908 5.01 4.18 27.41 32.86 
1909 ols 3.64 27.24 34.49 
1910 5.38 SS 26.16 34.96 
1911 4.60 SHS518) 26.42 34.07 
1912 4.48 3.21 28.57 33.04 
1913 4.52 Boeke 29.49 31.66 
1914 4.53 Shy ike 29,54 30.16 
1915 4.66 3,20 31.58 29.59 
1916 4.83 eae, 32.97 33.58 
1917 4.9] St One Onis 32.00 
1918 BSUil 3.48 37.76 Sle 
1922 5.45 3.86 51.99 32.04 
1923 Sl 3.88 55.26 32.26 


: : 


Per Pupil Expenditure Common 


and Primary Schools. Aver. Pupils per Sch. 
Common Primary Common Primary 

Sehr Sch. Schs. Schs. 

1908 GVA sV/ Wis 
1909 139.83 125.73 
1910 140.71 124.41 
1911 121.73 121.16 
1912 Yen 19.18 Yen 29.77 125.19 106.10 
1913 20.55 31.41 133.33 107.15 
1914 21.65 28.89 134.08 94.37 
1915 19.33 27.34 147.25 96.83 
1916 18.91 22.40 157.82 110.94 
1917 18.50 26.49 165.98 110.70 
1918 21.04 29.93 189.13 110.42 


1922 46.82 68.04 278.51 123 
1923 SIE) 67.81 319.74 123.03 


250 MODERN EDUCATION IN KOREA 


Fig. 36: Total Enrollment-dapanese and Korean. Elementary Schools 
1909-1923(no date for 1919)- 


0 2418 “162? "16 "18 
400,00 SOS205 20000085 
ieolimgat | tapandde Shed] 


350,000 


300,000 


250,000 


20,000 


150,000_ 


300,000 


50,000 


20,000 


GOVERNMENT EDUCATIONAL WORK 25! 


Pig.37 Enrélimént Boys afd Firls in Japanese and Korean Elementary Sahool 
z 1907- 916,and in 1923 h , 
g 9 0 p 


(efetialearsjotat apap] ake ste 
[TS tale lial dalat diet sled 
Beda hs Khan she 
a a Boyes! 


a 
90,0001 
Ba 


80,000 


70,000 


60,000 


40,000 


30,000 


£0,000 


10,000 


5,000 


MODERN EDUCATION IN KOREA 


1923 


22= 


ile per Teacher,Common and Primary Schools 


Ay.No. Pup 
1918,& 19 


Fig- 38 


sacra 
Poe 

tt FH 

auueas 


oS 
eee 
a 
pS 


14 
=a 
ae 
HH 


rH 
A 


HTH 


Fe 


HH 


Til 
{| | 


fae 


a 


PerrH 
eH 


i 


He 


sues 
Ft 


ane 
PH 


1908- 


Ne | teas ol hey 
hs fen 2 > = 


GOVERNMENT EDUCATIONAL WORK 253 


b. Industrial Schools. 


The term industrial school as used by the government in 
Korea covers a different and somewhat broader field than 
that usually meant by the same word in America. Prob- 
ably “vocational training’ would most closely approach what 
is intended under the head of industrial schools in Korea. 
though this term also could not be applied in its more modern 
and specialized sense.’ Under this general class are included 
agricultural, commercial, and technical schools, the great ma- 
jority, very naturally and properly, being agricultural. 

The first institutions to be established in this field were the 
Industrial Training School in Seoul, and the Agricultural 
and Dendrological School in connection with the Model Farm 
at Suwon. These were established in 190% and 1906 respec- 
tively?® and have since been made colleges first under the 
Educational Ordinance of 1911 and later raised to the col- 
lege standard of the Ordinance of 1922. They are mentioned 
here as the fore-runners of government industrial education. 

Under the protectorate the Korean Government issued in 
April 1909 “Regulations for Industrial Schools” by which 
these were to be classified as Agricultural, Technical, Com- 
mercial and Supplementary Industrial Schools.24 The later 
regulations under the Educational Ordinance of the Govern- 
ment General in 1911 made a similar classification. except 
that the word elementary is used instead of supplementary, 
and it is also specified that “schools in which sericulture, 
forestry, stock-breeding or fisheries are taught shall be rec- 
ognized as Industrial schools.’’22 

The Industrial Schools thus established, offered a two 
year course (sometimes three) open to boys of twelve or over 
who had completed the Public Common school or its equiva- 
lent. The Elementary Industrial Schools had no formal en- 
trance requirements and were open to adults as well as school 
children. The teaching was to be done whenever it could 
be arranged and courses might be given in the evenings or 
during the summer vacations. It was intended that these 
schools should be established in connection with the Com- 
mon Schools, and in practice almost all were so connected. 


20Report of Reforms and Progress in Chosen, 1908-09, pp. 130, 140. 

“IT bid, 1909-1910, p. 150. 

22“Manual of Education in Chosen, 1920,” Regulations fer Industrial 
Schools, Appendix, pp. 95-99, 


254 MODERN EDUCATION IN KOREA 


The courses of study for the Agricultural, Commercial and 
Technical schools under the 1911 regulations were as follows: 


Curricula in Agricultural, Commercial and Technical Schools. 
Ordinance of 1911 


Course Agric. Com. Tech 
Years it tl I a i ih 
Subject 
2g i 
Hours 
Morals 1 1 1 1 1 1 
Nate lang. 
(Japanese) 4 4 8 8 4 4 


Korean Lang. and 


Chinese Lit. z 1 B 2 2 1 
Mathematics 2 2 5 5 5 5 
Physical Ex. 1 — 2 2 2 — 
Drawing — — 1 — Z 2 
Natural Sci. 8 1 2 — 2 3 
Agriculture LOD eeLS 
Commerce —_- — 9 14 — — 
Tech. Industry 12 14 
Geography —- — 2 — = -— 

wo AS SS eee 
Total Zoe BOS 30M) 


It is also specified that, in addition to the above, 6 hours 
for the agricultural, 3 hours for the commercial, and 10 hours 
in the technical schools shall be spent in “practice” each 
week.*? 

There never were any large number of the more advanced 
‘ndustrial schools (2-3 year course) under the old system and 
for such as there were, the government reports in different 
publications do not tally, due, probably, to the same factors 
that created the differences in the figures on public Com- 
mon Schools. By changing existing private into public 
‘ndustrial schools the four schools and 154 pupils of 1909, 
‘1 1910 became fifteen with 916 pupils, and in 1911 were in- 
creased to 17 with 1073 students. From 1912 to 1918 the 
reports published in the Manual of Education in Chosen give 
the fullest data and are reproduced here, although the com- 
mercial figures include one private school. 

1918 was practically’ the last year of the old administration, 
as 1919 was so broken into by the independence movement 


23Manual of Education in Chosen, 1920, Appendix, pp. 95, 98, 99, 


255 


GOVERNMENT EDUCATIONAL WORK 


H 
Sei ae 
= 


TEE 


aRaae Eloi al! z) E Ht 
GHEE Etian 
ae f HH Bai LA 
ne oe 


HHH 
| 
cH 
[ale 
. 
Pe 
=e 
Bea 


Hare 
aur 
ate 


cite 
aoe 
nace 
ee 
a 
pote 
cccee 


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frssie 
HH 


= 
S 
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Be a Sa ww 
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ba 
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EE 
eaeeees 
J pated 
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ae 
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HEH 


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eee — 
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t+ Dili et 
20S i 
He eet 4 


-H-+H 


ea 
ee 


sisal 
tin 
sins 
ate 
if 
He 


a 


= 
oe 
aaa 
Be at 
H ani 
fete 
HEHE 
roo 
HHH 
star Cc] 
C] 
HEE 
Ty _ 
aw aid 
HH 
ia 
ro 
co 
HH 
HHH 
fei 
C] 
C 


a 
‘a 
t 
Ge See a, 
POL By 4 
| | 
a 
pee | 
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ee 


. 
go 


Fig-e39 Enrollment Commercial & Agricultural Schools 1912-1918 
Q 2 ak 


256 MODERN EDUCATION IN KOREA 


and the change in government that little or no schooling of 
any kind was carried on. 
Statistics Commercial-Industrial Schools, 1912-1918 (*+) 


No. of No. of Pupils 
Year Schs Tchrs. I'yr. Il yr. Il] yr. Total Expenditure 
1912 3 21 205 157 93 485 Yen 36,887 
1913 3 19 240 149 103 492 45,376 
1914 3 29 199 135 94 428 46,969 
1915 3 29 228 144 84 456 47.808 
1916 3 oe 262 194. 109 565 61,951 
1917 4 38 321 210 99 630 63,678 
1918 4 44 297 Zi me Lik 625 74,996 


Statistics Agricultural-Industrial Schools, 1912-18 (*°) 
No. of No. of Pupils 


Year -Schs. IT chrsie Lys. Tyr: Total Expenditure 
1012 est5 91 551 390 941 Yen 92,197 
1915 415 80 631 348 979 94,755 
1914 15 89 647 455 1,102 97,845 
TOS gala 85 752 439 1,191 101,163 
L916 Bal 5 85 750 518 1,268 111,602 
19 Zee 85 791 558 1,349 97,488 
1918 17 84 805 583 1,388 112,643 


The elementary industrial school gave a one-year course 
(rarely two) and while nominally open to any or all, became 
in practice a lower continuation school. As an alternate to 
the regular, a shorter course might be given if local condi- 
tions made it more advisable. The hours and subjects for 
the regular and alternate courses in agriculture under the 
1911 ordinance are given herewith: 

Curricula, Regular and Alternate, Elementary Agricultural 
Schools, Ordinance cf 1911 (?°) 


Regular Alternate 
Subject Hours Hours 
Morals and Nat. 

Lang. (Japanese) 5 4 
Agriculture 16 6 
Arithmetic 3 2 
Korean Lang. and 

? 


Chinese Lit. 2 te 
nnn EUEEESEEEEEESSEES => 
Total 26 12 
24 Manual of Education in Chosen, 1920, p. 69. 
25 Ibid, p, 70. 
26 Manual of Education in Chosen 1920, Appendix, pp. 96, 97. 


GOVERNMENT EDUCATIONAL WORK 257 


For the period from 1912 to 1918 the “Manual of Educa- 
cation in Chosen, 1920” gives the following statistics for 
these schools: 


Statistics Elementary Industrial Schools 1912-1918 (27) 


No. of No. of Pupils 

Year Schs. slciiiss lery tae Ie yates Total 

ee ee ee ee et ee ee ee 

1912 19 66 567 67 634 

1913 38 136 1,120 74 1,194 

1914 60 204 1375 131 1,506 

1915 66 224 1,604 146 1,750 

1916 71 243 1,631 175 1,806 

1917 76 268 1,893 228 erik 

1918 67 226 1,649 191 1,840 


There is no consecutive data on the distribution of these 
elementary schools among different courses, but from the 
Reports of Reforms and Progress and the book just quoted 
the following partial table has been prepared: 


Distribution of Agricultural, Commercial, Technical and 
Fishery Courses Elementary Industrial Schools. 


Year Com. Tech. Fishery Agric. Total 
1913 5 1 — Re 38 
1915 ae Z 1 56 66 
1916 ye 7 1 56 71 
1917 ji 7 2 60 76 
1918 # 9 Bs 49 67 


—_—_—_——oorororr———————— 


The new edict of 1922 also provides for two grades of in- 
dustrial schools, but they are such an advance on the old 
system that it is easier to think of them as new institutions 
than as transformations of the old schools. Industrial Schools 
with a five-year course for graduates of the six-year Common 
School are provided and are roughly comparable to the Ameri- 
can Commercial and Vechnical High Schools. As under the 
old system there are included under this title, Agricultural, 
Commercial, Technical and Fishery Schools. The statistics 
for these Five-year Industrial Schools for 1922 and 1923 are 
eiven herewith. 


wil bids: pies ls 


MODERN EDUCATION IN KOREA 


258 


cH bs Enroilmant Elewentary Industrial Schools 
2 


cH 
aan 


ee 

r°SeeEEes 

© SERRSR 

Ma tT 

Go N@ es 

LS = 
~ 


-1918 


19 


° 
°o 
a 
a 


HH 


anma 


GOVERNMENT EDUCATIONAL WORK 209 
Statistics Five-Year Industrial Schools, 1922, 1923 (28), 


Schools No. of Pupils Expenditure (Yen) 
Year Type No. Tchrs, K. dhe Total Ordnry Ext.Or. Total 


1922 Agri. 20 148 2444 113 2557 420469 696803 1,117,272 
1923 4 20 172 2662 222 2884 475317 316293 791,610 


1922 Com. 12 99 1048 1127 2175 300770 235073" 535,843 


1923 15 139 1219 1455 2674 385855 312107 697,962 
1922 (Com. 1 Rok VOPR Tye ina8 pt | aeilp iy he te al aa 47,743 
(and 
1923 (Tech. Vet 227 SP6l O88 . A647 220000 266,047 
1922 Tech. ik eB 4S 100148 66572 0 66,572 
1923 ut i Ay) aah ANU ONY Rs oy EE oe pee 75,518 
1922 Fish. 1 3 file (ae 47 10471 1950 12,421 
1923 H 3 15 132 132 39850 6372 46,222 


1922 Total 35 290 3932 1387 5319 846025 933826 1,779,851 
1923 4 40 376 4283 1840 6123 1022587 854772 1,877,359 


The reader will recall that in the diagram of the Japanese 
educational system in Figure 4 an “Advanced Common 
School” course of eight years is shown, and that it was ex- 
plained that this is for students who do not intend to take 
the middle school or secondary training. When the system 
in Korea was made equal to that in Japan such advanced- 
common courses were opened for Koreans, though in prac- 
tice there are as yet very few in operation.”® For students 
completing the eight years of this advanced-common school. 
the government now offers a three-year Industrial school 
which it calls “Industrial Continuation School.” This is in a 
way the successor of the old Elementary Industrial School, 
though it is plain that a school which offers a three-years 
course on the completion of eight years of schooling is so 
different from the one-year elementary schools described as 
to be really a new departure in industrial or vocational train- 
ing. The courses offered are in the same branches as those 
in the five-year schools, and the statistics for them are given 
in the same form as the longer course. 


281922 figures from “Statistics” Educational pamphlet in Japanese, 
1923; 1923 figures from “Report of Schools in Chosen” (in Japanese), 
1924. 

#9 A total of 421 pupils are reported in these advanced yrs. of the 
Common School course in 1923. 


260 MODERN EDUCATION. IN KOREA 


Statistics Three-Year Industrial Schools 1922, 1923 (%°) 


Schools No. of Pupils Expenditure (Yen) 
Year ilype @No. 1. chrss Kya Total Ordnry Ext.Or. . Total 


1922 Agri. 6 15. 322—— 322 14,021 240 14,261 
1923 # 7 19 434—— 434 24,968 130 25,098 
1922 Com. 8 48 394 174 568 18,748 14,490 33,238 
1923 He Ce ool AL See 90, 82920 295 29,528 
1922 Tech. 4. 23 143 —— 143 25,165 —— 25,165 
1923 ‘ P30 S280 19-7 29979 720 300 30,090 
1922 Fish. 2 9 54 —— 54 S15;8925) 23, h2i) 19,012 
1923 1 3 47 —— 47 2,836 —— 2,836 


1922 Total 20 95 913 174 1087 73,826 17,850 91,676 
1923 Z Zo LA OVI7G 20g 137 6m 0.507 725 87,562 


These are reported as three-year courses, but as the edict 
had only been in force two years at the time of our latest 
reports, the third year of the course was not then in opera- 
tion. The division of enrollment between the first and sec- 
ond years in 1923 was 844 and 532 respectively, and it is 
probably safe to estimate that at least two-thirds of those in 
the present second year will go on so that the figures for 1924 
should show a total of between 1500 and 2000 in these schools, 
even without an increase over the rate for these first two years. 
The total enrollment for both grades of industrial schools for 
1923 is only 6123, which is not startlingly great when we con- 
sider the theoretical need of this type of training, and the 
emphasis placed on it by the former administration. The lack 
of industrial and commercial development and the conse- 
quent absence of practical demand, the desperate need of 
teachers for the common and private schools, and the com- 
parative aversion of the student class for this type of work 
are the most probable explanations for the relative unpopu- 
larity of the vocational education offered by the government. 

The new industrial schools give excellent courses, which 
should be of great value to the boy who does not wish the 
more academic training of the middle and higher common 
schools. Especially in agriculture there is a great field for 
this type of education. To date, however, there seems to be 


801922 figures from “Statistics” ed. pamphlet in Japanese 1923; 
1923 figures from “Rep. of Schs, in Chosen” (in Jap.) 1924. 


GOVERNMENT EDUCATIONAL WORK 261 


a feeling that one does not go to school to be a farmer, and 
conversely that if one is to be a farmer one does not go to 
school. It is to be hoped that this impression will die out 
and that the next decade will see a large increase in the 
number who avail themselves of the opportunities offered un- 
der the present system for training in farming, fishery, and 
other nonprofessional occupations. 


c. Secondary Schools. 


If we accept the statement that none of the mission schools 
did any real secondary school work till the beginning of 
the present century, we must also accept the Middle school 
established by the Korean government in 1896 as the first 
school of secondary grade in Korea. Mr. Hulbert has told 
us that due to a number of causes the work was not what 
had been hoped and that the enrollment was far below capa- 
city, partly because the graduates were not properly re- 
warded by the government and partly because the people had 
not yet awakened to the need of education. Up to 1909 it 
remained the only government secondary school in Korea, and 
in 1911 it was made a Higher Common School under the or- 
dinance of that year. In Pyengyang a private school for 
teaching Japanese was transferred to the Korean govern- 
ment in 1908, and a year later was reorganized by them as 
a secondary school for boys, becoming a Higher Common 
school under the ordinance of 1911. Up till 1916 these two 
were the only government secondary schools in the coun- 
try for Korean boys, but in that year a third was organized 
in the city of Taiku in the south, and in 1918 a fourth was 
opened on the northeast coast in the city of Hamheung.*! 

Though at least technically ahead of the missions in sec- 
ondary schooling for boys, the government fell behind them 
in such work for girls, and it was not till 1908 that the Korean 
Government opened their first Girls’ High School in Seoul. 
In 1911 this was reduced to a three-year "Girls Higher Com- 
mon School under the provisions of the educational ordin- 
ance. The curriculum provides a so-called “arts” course, “in- 
tended for girls desiring to study sewing and handicraft” in 
addition to the regular course. For three years this was the 
only secondary school provided by the government for 


31Manual of Education in Chosen, 1920, pp. 54, 55. 


262 MODERN EDUCATION IN KOREA 


Korean girls, but in 1914 another was established in Pyen- 
gyang.* 

The present administration has increased the number of 
boys’ Higher Common Schools from four to twelve®? but has 
not yet established any new secondary school for girls, though 
both boys’ and girls’ schools have been raised to the standards 
of Japan proper by the new edict. Statistics for secondary 
schools, boys and girls, for Japanese and Koreans from 1907- 
1923 are given together below. The reader is again asked to 
remember that for most of the period covered by the statis- 
tics the boys’ and girls’ schools for Japanese offered respec- 
tively five and four-year courses, while the schools for 
Koreans gave four years for boys and three years for girls. 

Statistics, Secondary Schools for Japanese and Koreans 
Boys and Girls, 1907-1923 (*) 
For Koreans 


No. No. No. No. 
Weare” Syelng,  Abeng. B. Sys, Akeley G, 
1907 1 15 116 — — — 
1908 1 16 158 1 — 
1909 2, 27 248 1 7 162 
1910 2 Ze Op | 1 12 Vas 
1911 2 60 795 1 13 126 
1912 2 64 777 1 20 116 
1913 2 66 910 1 18 147 
1914 2 on 879 2 20 159 
1915 2 60 971 2 28 289 
1916 3 72 WO 2 29 323 
1917 3 82 1268 2 33 495 
1918 4 84 1714 2 30 392 
1919 5 2 
1920 5 2 
1921 7 2 
1922 12 188 3437 2 40 621 
1923 12 249 4274 2 41 638 


The central government maintains all the secondary schools 
for Koreans, both boys and girls, and eight of the nine schools 


x Report of Reforms and Progress, 1907-1922; ed. pamphlet in Jap- 
anese 1923; Report of Schools in Chosen 1924; Manual of Education, 
1920. 

32Manual of Education in Chosen, 1920, pp. 60, 62. 

33New schools are located; Chunju (N. Chulla); Kwangju (S. Chul- 
la); Kongju (S. Choongchung); Haiju (Whanghai); Kyongsong 
(N. Hamkyung); New Wiju (N. Pyengyang); Tongnai (S. Kyeng- 
sang) and a second school in Seoul. 


GOVERNMENT: EDUCATIONAL WORK 263 


Statistics, Secondary Schools for Japanese and Koreans 


Boys and Girls, 1907-1923.°4 


lor Japanese 


No. No. No. No, 

Weare Syclis, “aes: B, Schs, | Dchs. G, 
1907 — = 4 32 Wy 
1908 = aos 4 39 295 
1909 1 8 154 3 37 397 
1910 1 21 205 3 41 Gils 
1911 2 28 346 3 44 625 
1912 1 34 456 3 48 738 
1913 2 46 626 6 60 916 
1914 2 46 735 6 53 1012 
1915 2, 50 — i) 61 oe 
1916 3 59 1103 9 79 1381 
1917 3 80 1383 10 84 1541 
1918 5 88 1753 10 97 1718 
1919 5 10 

1920 5 2197 11 2342 
1921 7 2641 ie 3066 
1922 7 172 3080 13 185 3738 
1923 9 194 3393 19 213 4475 


for Japanese boys. The nineteen schools for Japanese girls 
are listed as public, not government, which means that they 
are supported by the local school associations, though receiv- 
ing certain government subsidies. Formerly normal courses 
were given by the Higher Common Schools for Boys in Seoul 
and Pyengyang, and by the Girls’ Higher Common School in 
Seoul. Under the new edict a government normal school has 
been organized in Seoul and thirteen provincial normal schools, 
one for each province, though the work is still carried on 
in connection with the Higher Common Schools wherever 
possible. The curricula prescribed by the government are 
taught not only in the government schools but in all recog- 
nized private, and in practically all private schools, failure 
to conform being usually a matter of qualified teachers, build- 
ings, equipment and the like, rather than in the matter of the 


34 As stated in the section on education for Japanese these include 
a number of “Practical Girls’ High Schools.” 


264 MODERN EDUCATION IN KOREA 


Fig.41 Enrollment Government >econdary Schools for Japanese & 
, koreans, Boys and Girls 4909-1923 : 


NSO 


RR CICeE bLaaeee 
SACK RENAE [| 
a eee ee Eee eee eee err 


GOVERNMENT EDUCATIONAL WORK 265 


curriculum. The government courses for boys and Girls 
Higher Common Schools under the law of 1911 and for Boys 
under the new ordinance are therefore given here to aid in a 
better understanding of the government system, and also 
that the reader may know approximately what all the viaiean 
School” boys and girls in Korea are studying, 


Curricula Boys & Girls Higher Common Schools, Ordinance of 1911. 


Boys (85) Girls (36) 
Subject Year I Ler ihe Vv I LLL 
a 
Hours 

Morals 1 1 1 1 1 1 2 
National Lang, fi 8 7 7 8 7 6 

(Jap,) 
Korean Lang. & 

Chinese Lit. 3 4 3 3 3 3 3 
For. Language 5 5 5 5 SS pay 
History ] — te 4) 2 = 2 — 
Geography f 2 — 2 — 1 
Mathematics 4 4 5 4 2 2 8) 
Nat. Science 4 Z a 3 
Physi socecchein: . + 2 2 4 4 4 (Sci. & “House- 


Industry (Agric, hold matters” 
Comm. or Manual) 2 7. 7 7 (Sewing & 
Law and Econ. — Handicraft) 
Drawing 1 

Singing 1 
Physical Exer, 2 


| ea bo 


os) 
bo 
ios) 
iS) 
ww 
bo 
eS) 
i) 
Ww 
— 
wo 
— 


Total hrs. per wk. 32 


385 Manual of Education in Chosen 1920, Appendix, following, Deo 
36 Ibid, Appendix, following p. 72. 


266 


MODERN EDUCATION IN KOREA 


Curriculum of Designated Private Boys Higher Common 
School (7) Ordinance of 1922. 


Subject Year I 


I] 


[1h IV V 


Hours 

Morals 
Japanese Lang. 8 
Korean Lang, & 
Chinese Lit. 
For. Lang. (Eng.) 
Hist. (of Japan) 
Hist. (Foreign) 
Geog. (Japan) 
Geog. (loreign) 
Geog. (Physical) 
Natural Sci. 
(Botany, Zoo. 
Physiol., Hygiene, 

Mineralogy) 
Physics & Chem. — 
Math. (Arith, 
Solid Geo. & Trig.) 4 
Law and Econ. — 
Bookkeeping — 
Drawing (Free-hand 
& Mechanical) ] 
Singing 1 
Physical Exercise 3 
Bible (not in course 
Higher C. Schs) 2 


| [= | -Bioves 


bo 


Total 34 


| paolo Sey ay 


bo 


rl RS 


no 
eal 


ps tw | NI DO 
PRs ml tn & 


wl | al new 


bo bho 


| 
| 
Hor 


~~ 
wr 
we 


mate 
Ww 

a ts 
Sl 


It would be manifestly unfair, or rather unjustifiable, to 
attempt to judge the adequacy of the secondary educational 
agencies by computing the ratio of schools to population as 
in the case of the Common schools. On this basis we could 
show that there is only one government Girls’ Higher Com- 


37 Kindness Mr. E. 


W. Koons, J. 


D. 


Wells designated Higher Com- 


mon School. Seoul. This is exactly same as Govt, course except for 
addition of Bible. 


GOVERNMENT EDUCATIONAL WORK 267 


mon school for over eight million people, and similarly that 
there is one Boys’ Higher Common School for one million 
one hundred and sixty thousand people. Since, however, the 
enrollment in the secondary schools is dependent on a frac- 
tion of the number completing the common school course, it 
seems more significant, though less startling, to determine 
the ratio of secondary schools per 100,000 pupils in the com- 
mon and primary schools. This ratio for Japanese and 
Koreans, boys and girls, is shown in the following table and 
in Hig, 42. 


Ratio of Secondary Schools to 100,000 Common and 
Primary School Enrollment, Japanese and Korean, 
Boys and Girls, 1910-1918, 1922, 1923. 3s 


Secondary Schools for 


Year K. Boys’ K. Girls J. Boys J. Girls 


1910 15.36 87.17 14.89 50.68 
1911 7.66 41.96 11.98 41.88 
1912 5.02 32.10 9.82 33.63 
KSB 4.60 27.63 17.19 58.52 
1914 4.25 47.81 14.97 51.43 
1915 ieee) 38.51 13.21 53.65 
1916 5.04 32.63 16.76 54.51 
1917 4.55 25.96 15.05 55.04 
1918 5.02 19.08 23.87 51.84 
1922 6.12 6.67 25.65 52.62 
1923 4.54 4.60 32.59 74.32 


d. Higher Education. 


If the reader will again turn back to Fig. 4 he will notice 
that in the educational system of Japan proper the graduate 
of the secondary school finds himself at a parting of the ways. 
Ife may enter a “special school” or “college” in his specialty, 
as Medicine, Law, Technology, Agriculture, etc., etc., for a 


38 Ratio based on No. secondary schools in table of Statistics for 
secondary schools for Japanese and Koreans, boys and girls, 1907-23 
p. 296, and enrollment Boys and Girls in Primary and Common schools 
in table Primary and Common School Statistics 1907-1923 DaeZoou Lt 
is of course obvious that the fall in ratio is due to the rapid increase 
of common over higher common schools and not to any absolute de- 
crease in secondary schools, 


RN EDUCATION IN KOREA 


4 


MOD 


268 


y Pupils 
1922,1923 


rimer 
18, 


and Girls,1910- 


OO Common and P 


0 


100, 


per 
eans 


chools 


Secondary 5 
for Japanese and Kor 


No. 


Pig.42 


‘e 
Pty Tf 


Boys 


iin 


A 


GOVERNMENT. EDUCATIONAL WORK 269 


three or four years course, or he may decide to take the more 
thorough training of the University, in which case he enters 
the University Preparatory School for a three years course 
and then goes to the University for four more years in Medi- 
cine, Law, Agriculture, etc., according to his profession. It 
will also be recalled that the Ordinance of 1911 provided for 
a “special school” based on the total of eight years offered 
in Korea in the Common and Higher Common schools, and 
therefore lower than similar institutions in Japan. No Uni- 
versity or plan for such advanced education existed, and 
therefore no University preparatory. 

As stated in the section on the Ordinance of 1922, this has 
been entirely changed under the new administration. With 
the raising of the standards of the lower schools to a plane 
equal to that of Japan, the special schools were also raised, 
and steps taken to put into operation the provisions of the 
edict calling for a University in Seoul. 

Temporary housing provision was made and examinations 
lor entrance into the first year of the University preparatory 
school were held in the spring of 1924, which would mean 
that, barring unexpected delays, the first year of University 
work proper will be begun in 1927. At present the higher 
educational institutions provided by the government are five 
special schools or colleges, and a university preparatory 
school with university work to be begun in 1927. 

The five colleges are Medicine, Technology, Agriculture 
and Dendrology, Law, and Commerce, which, with the ex- 
ception of the college of Agriculture and Dendrology, are all 
located at Seoul, the last named being at the town of Suwon. 
The schools of Law, Agriculture, Technology and Commerce 
have three-year courses while the period of study in the 
School of Medicine is four years. All but the Commercial 
College date back in one form or another to the former 
Korean government, and have passed through numerous 
changes both real and nominal since their original establish- 
ment. The Medical School was organized as far back as 
1899 and graduated 19 students in 1902. It became a spe- 
cial school on the publication of the Regulations for Special 
schools in 1916 and was raised to the new standard with the 
other schools in 1922.. The Law College was the Law school 
established by the Korean government in 1895, and after pass- 
ing from one department to another in the reorganization of 


270 MODERN EDUCATION IN KOREA 


administration at the time of annexation, finally became a 
special school in 1916. The Agricultural and Technical 
schools were also established by the Korean government, 
though not as colleges or higher schools. After being neg- 
lected in the last stormy days of the old government and 
transferred from one department to another, in the reorganiza- 
tion, they finally became special schools, the Technical school 
in 1916 and the Agricultural in 1918. °° The school of Com- 
mercemis ste latest addition to the number of colleges hav- 
ing been opened in 1922. It is not necessary to go into a 
lengthy history or description of any of these institutions. 
The Medical College is the most impressive to the visitor 
to Seoul. It is housed in good buildings on a beautiful and 
commanding site in the northeast part of the city in connec- 
tion with the Goverument-General Hospital. The Vechnical 
School, or School of Technical Industry, as it is sometimes 
called, suffers by comparison with the Medical College. It 
is located in the valley below the latter institution and its 
buildings are much poorer in appearance. It is, however, a 
very interesting and valuable school giving courses in cer- 
amics, dyeing, ‘applied chemistry, engineering, architecture 
and mining in the college department, and courses in carpen- 
try, metallurgy, weaving, dyeing and ceramics in the Indus- 
trial Institute attached to it as a lower school. The School 
of Agriculture and Dendrology is located about 25 miles from 
Seoul outside the old city of Suwon where ample space for 
experimental work is provided. Its buildings are neither large 
nor beautiful, but are none the less adequate for its present 
purposes and much good: work of an agricultural nature has 
been done in the school. In an agricultural country such 
as Korea it should have almost unlimited possibilities of pub- 
lic and private service. 

None of these schools in buildings, equipment or educa- 
tional program are at all comparable to the corresponding 
departments in the larger universities in the United States. 
The visitor or student should remember in this connection 
that they are not Universities and not in the United States. 
In other words, they do not aim to carry on such a type of 
work as is provided in the Japanese Universities, and the 
problems and conditions which they f*ce are those of Korea 


39 Manual of Education in Chosen, 1920, pp. 75-84. 


GOVERNMENT EDUCATIONAL WORK 


Statistics Special Schools (Colleges) 1918 and 1923 (40), 


No. of Students by Classes 


Wearmoched chirse. 0) Il III IV Total Expend. 
LOLS eellaw 14 Doge to 45 145 Yen 20,157 
1923 i 12 58°. 465 143 147 55,844 
1918 Medic. 45 FOU SIE Uae og soe ORT 30,336 
1923 4 59 P2212 832 89:24 :300 88,110 
Vise Leciie. 57 123103 a6 257 99,177 
1923 * 54 63 40 32 135 148,182 
1918 “Agric: 15 Zia Ome > 65 25,919 
1923 fe 18 S575 52" 30 167 132,430 
1918 Com. Se 
1923 36 Limes On WOO ZS 146,683 
Totals 
1918 4Schs, 131 SO0Grmeo7 1549 8 40 er AG 175,609 
1973.5) ee 79 405 326 248 82 1,061 571,249 
Japanese and Korean Teachers and Students in Special 
Schools 1923 (41), 
Students 
school Tehrs, [ TI III [Vee otal 
Japanese Law 11 4 2 — — 6 
Korean # 1 54 44 43 — 141 
Japanese Medic. 56 oil. By 34 sith TNs 
Korean H 3 ol 6 49 Sige 216 
Japanese Tech. 53 39 =. 28 20 — 87 
Korean a 1 24 «12 Ne —_ 48 
Japanese Agric. 15 54ae 39 14 — 107 
Korean - 3 Slee 13 16 — 60 
Japanese Com. 34 Oman S 60 — 198 
Korean i — 212 3 — 1 15 
Japanese Total 169 223 199 128 los 
Korean otal San 182pel Ze i 20 51 480 


and not those of America. 


401918 data from Manual of E 
1923 data from Report of Schoo 
41 Report of Schools in Chosen 


eo 


In the agricultural and technical 
elds it is more than possible that the simpler and compara- 


1924, pp. 55-58, 


ducation in Chosen 1 
Is in Chosen 1924, 


pp. 


55-58. 


920, opp., p. 85; 


Pe "MODERN EDUCATION INEK ORE 


tively more primitive approach of these schools to their prob- 
lems is better suited to their ends than more elaborate and 
highly developed institutions would be in the present state 
of general education and economic conditions in Korea. Sta- 
tistics for government special (college) education as a whole 
for 1918 and 1923 are given so that the reader may compare 
the last year of the old administration with the work now 
done under Baron Saito’s government. The contrast 1s 
naturally not so great here as in either common or higher 
common schools, since at least five years from the enforce- 
ment of the new edict must elapse before the reforms and ad- 
vances in the lower and secondary schools are noticeably felt 
in higher education. 


The revised provisions for normal education deserve a fur- 
ther work of explanation, though in Korea the normal school 
comes under the head of secondary education and has been 
briefly referred to in that section. 


The requirement for entrance to normal schools or classes 
is the completion of a primary school or a six-year common 
school course. The normal course itself is to be six years 
for men and five for women, in both of which cases the last 
year is given to practice-teaching, and called a “practice- 
course.” So-called post-graduate courses and teacher train- 
ing courses are also provided for, while certain qualified 
teachers may be sent to higher normal schools or to colleges 
and universities in Japan for further training.4? Up to the 
date of the publication of the latest report on education by 
the Government General of Chosen, one Government and 
13 provincial normal schools had been established under the 
new ordinance. None of these have in operation more than 
four years of the proposed six-year course, the government 
school in Seoul having three years of the regular and one 
practice year, the provincial school at Kongju having two 
years and all the rest only one, since most of them had been 
established only a few months before the time of the report. 


42 Report of Reforms and Progress in Chosen 1921-22, pp. 92, 95, 96. 


GOVERNMENT EDUCATIONAL WORK 273 


The statistics for the fourteen schools for 1923 are given 
below: 


Statistics Government and Public Normal Schools in 
Korea, 1923. 43 

No.of Students by Years 
ehrssaeel il! III Pract. Total Korean Japs Expend. 
165 P2905 151 75 142 1,663 1,249 414 Y 1,171,344 

The preceding sections cover all the formal educational 
work of the government general in Korea. The old Con- 
fucian academy is maintained by a government grant as a sort 
of scholastic honorary society under the name of Kyung-han- 
won (Japanese. Keigakuin), and conducts the semi-religious 
Confucian spring and fall festivals, provides lectures on the 
classics and publishes a periodical of its own.'! Many of the 
old district shrines and Confucian centres are similarly main- 
tained but are hardly to be considered in a study of modern 
education, or in their present function as educational agen- 
cies at all. An orphan asylum and a school for the Blind 
and Deaf are carried on as two departments of the Govern- 
ment Charity Asylum. Neither department is large, but they 
serve as sample institutions and care for a considerable num- 
ber of individuals who would otherwise be entirely uncared 
for and untrained. The orphans receive a common school 
education (six-year course) and some agricultural training, 
The blind are taught massage and the deaf sewing. Up to 
1922 some 500 orphans had been received in the asylum and 
125 were then in the school. The report of the school for 
Blind and Deaf for the same year showed 38 blind and -45 
deaf-mute inmates.45 

The reader who has studied the tables of statistics and fol- 
lowed this statement of the work of the Government-Gen- 
eral in Chosen cannot but have noted both how much has 
been done by the present government and how much remains 
to be done. The immediate objectives stated soon after the 
inauguration of the new regime have been largely accom- 
plished. These were the raising of the standards to those of 
Japan, provision of higher common schools for each province, 
and of common schools in the ratio of at least one for every 


44 Report of Reforms and Progress in Chosen, 1921-22, pp. 105, 106. 
45 Tbid., pp. 116, 117, 


43 Report of Schools in Chosen (in Japanese), pp. 59-64, 


274 MODERN EDUCATION IN KOREA 


three village-districts, the creation of a University and ot 
more adequate teacher-training or nor mal schools. While 
exact figures for the number of | ‘myon” or village-districts 
are not available it is the writer’s understanding “that there 
are slightly under 3000 such district so that by the provision 
of 959 common schools, 12 Higher Common Schools,*6 14 
Normal schools, and the preliminaries for a University, these 
immediate objectives may be considered as achieved. 

It is inconceivable, however, that the government should 
rest content with what has been done. If we assume that 
the provision for the education of Japanese is relatively ade- 
OAS: it is a simple matter to determine what must be done 

» bring the educational facilities for Koreans up to this 
ast, The table for the ratio of common and primary schools 
to population (p. 231) and Fig. 32, show that there are some- 
what over 107 Primary schools per 100,000 of the Japanese 
population. If for convenience we disregard the extra seven 
schools and aim at an even hundred schools per hundred thou- 
sand of the Korean population, it is obvious that a total of 
17,000 schools would be necessary to make the facilities for 
the two peoples relatively equal, of which slightly under 1000 
are now provided. Cut the proportion down by fifty or even 
seventy-five percent. and there still remains five to ten times 
as many schools as are now in operation. In secondary edu- 
cation it is more difficult to set any definite objective; but 
again, if we assume that the ratio for Japanese boys (Fig. 42) 
of slightly over 32.50 schools per hundred thousand pupils in 
the lower schools (p. 299) is adequate, it is not difficult to esti- 
mate that for a common school enrollment of 3,000,000 (which 
is well under the probable school population of the country ) 
it would be necessary to provide approximately 975 Higher 
Common schools for boys and girls! Such figures are as- 
tounding when compared with figures of 1923, but turn or cut 
them as we will, even the remaining fractions show that the 
educational task in Korea is but begun. That it was seriously 
begun by the government in 1920 is plain, but it is equally 
plain that for a considerable period to come private educa- 
tion, both Korean and mission, must co-operate with the gov- 
ernment in the attempt to meet the needs of the people. 


16 There are 13 provinces, 


~> 


or 


OPPOR LE GIN LY: 2 


(Ce We SB Re OG AE 
V iO PORIDUN Iiby. 


Fortunately for human progress it is as difficult for man to 
live or think in a single tense as it would be for us to think 
of the material world in which we live in terms of one dimen- 
sion. The most care-free and thoughtless individual, who 
seems to live only in the present, has not cut the present 
which he enjoys free from the bonds which link it with the 
past or lead to the future, but has merely shortened the vista 
of past and future on which he looks. In the preceding chap- 
ters we have been chiefly engaged in a backward glance over 
a period of approximately forty years in the life of a very 
old country. We have read of schools for boys and girls, 
for men and women, schools lower, middle and higher; we 
have seen something of the introduction of the newer meth- 
ods of the Occident to the Orient. In a few cases we have 
criticized or praised, but in the main we have confined our- 
selves to the simple record of past events and processes and 
the resulting present conditions. It is hardly possible, how- 
ever, that the most casual reader can have glanced through 
these pages without considering the implications which these 
processes of the past and conditions of the present have for 
the future. Indeed, it is hardly likely that anyone who is 
not interested in some opportunity for the future will even 
glance at this record. 

Opportunity may of course be conceived in terms of either 
immediate or remote results, in a narrow or in a broad field, 
and from different points of view by different observers. It 
is the writer’s firm belief that Korea to-day presents a mag- 
nificent opportunity for an attempt at the achievement of 
social and international objectives which are as important 
to the school-teacher in New York as to the little boys now 
sing-songing their lessons in one of the old-fashioned village 
schools of Korea: The role of prophet has been disclaimed 
and it is not now the writer’s intention to take it up. All 
attendant risks might be eliminated by the use of a few trusty 
“ifs” or the services of the still more accommodating “Other 


276 MODERN EDUCATION IN KOREA 


things being equal.” It is improbable that any one having a 
faithful and hard-working “other things being equal” at his 
command, has ever been caught in an embarrassing position. 
Despite this the writer is more interested in the opportunity 
latent in the present than in the specific form or date of pos- 
sible results. 


1. The Material for Education. 


The opportunity for the achievement of any result de- 
pends not only on the tools available for the work, but more 
vitally upon the nature of the raw material. It is necessary 
then to consider very briefly the kind of material for educa- 
tion which the Korean people present. The casual tourist 
is not usually impressed with the character of the people. 
Even university professors have been “through Korea,’ 
spending as much as two whole weeks in the country and 
have gone away to write books which authoritatively assign 
the Korean to a very low place on the scale of intellect, char- 
acter and industry. Several of these had their eyes so daz- 
zled by uniforms and glittering decorations that it is doubtful 
if they saw anything but the glare. 

While it is quite possible that “it is better to be an ancestor 
than to have them” there are a number of authorities who 
place a large emphasis on heredity, and its testimony as to 
the character of the Koreans should not be neglected. The 
story is so long and so many volumes would be required to 
tell it in full, that the mere mention of a few outstanding 
facts must suffice. The invention of a very wonderful phon- 
etic alphabet in the 15th century has already been spoken 
of; the oldest printed book in the world is a Korean book 
in the British Museum and there is good evidence to be- 
lieve that printing from movable type was invented in 
Korea. The oldest structure built solely for astronomical re- 
search and still standing, anywhere in the world is the famous 
observatory at Kyungju, Korea, built by a Korea queen in 
647 A.D. That the studies pursued along these lines in 
Korea were real research is shown by the celestial planis- 
phere of King Yi-Tai-jo on which Dr. W. C. Rufus of the 
astronomical department of the University of Michigan has 
written a monograph. The first iron-clad vessel of war was 
neither the “Monitor” nor the “Merrimac” but the Korean 


OEE ORIGIN LT 


w 
-~2 
2 


VOWELS. 
oka, Fya, 46, yd, +6, mys, Tu, Wyn, 
ee) tee) a Dae postr Seip 
CONSONANTS. 
Fr Walls ely be Dorel Us lean As Oh IU U Ly 
slg ear, fee Ong 7. nike hp; ae ht, 
x yor ch, and § h. 


KOREA IN HISTORY, 
Korean alphabet invented in 15th Century, 
Korean Astronomical observatory built about 1,500 years ago by Queen of Silla. 


278 MODERN EDUCATION IN KOREA 


“Tortoise” built and successfully operated during Hideo- 
yoshi’s invasion of Korea in 1592 A.D. In the world of art 
the paintings, sculpture and other works which have come 
down to the present excite the wondering admiration of all 
who have seen them. Starr, Fenollosa and many others have 
borne testimony on this subject. Fenellosa, who never saw 
some of the finest examples of Korean art, still says “she 
(Korea) betrayed so much of independent vigor as to make 
her art a special and important centre of creation,’ and a 
little later speaks of Korean art as “a splendour which fairly 
surpassed that of her two chief rivals.” * Whether classified 
as art or industry the ancient pottery of Korea is famous and 
her contribution to Japan in this and other lines is acknowl- 
edged by all. A Japanese testimony on this point is inter- 
esting: 

“In past ages Korea reached an advanced stage in 
various arts and industries, so that Japan obtained from 
her the arts of weaving, keramics, metal casting and 
architecture.” . . . “Should the young generation of men 
whose ancestors exhibited remarkable talents in the 
various arts be brought under uniform guidance and 
properly trained they will undoubtedly show once more 


9 


their old industrial activity.” ? 


Much more could be written, but enough has been said to 
indicate that on the score of heredity we may expect a great 
deal from the “material” for education in Korea. 

Korean literary accomplishments under the old education 
are notable and have been commented on by many writers, 
both Japanese and occidental. A French scholar who made 
a special study of all the books printed in Korea from the 
invention of printing down to the latter part of the last cen- 
tury speaks with admiration of the scope and thoroughness 
of the works published in a wide range of fields.” A elimpse 
of the Korean attitude toward education and teachers is shown 
in the following quotation from an address by Mr. Sekiya, 
formerly head of the Educational Bureau under the Gov- 
ernment General: 


1 Eenollosa, E. F., “Epochs of Chinese and Japanese Art,’ Vol. it 
p. 46. 

2 Report of Reforms and Progress, 1907, p. 86. 

3 Guerin “Bibliographic Corenne” (2 vols.). 


ORTON (Ly: nie 


“In Chosen (Korea) the relation between teachers 
and pupils is of a very intimate kind and the respect 


shown to the former by the latter is such as is 
rarely seen in Japan.” 4 


But in the present generation the most common charge 
against the Korean is that of “incurable laziness.” Every 
synonym to be found in the thesaurus for this vice is used 
by such writers as the eminent professor who “came to know 
the people,” he says, but who neglects to mention that this 
knowledge was achieved without a word of the language, 
without hearing the opinions of people who had been many 
years in the country and all in the space of an officially con- 
ducted tour of a few weeks. Under the circumstances we 
may be pardoned for placing greater value on the testimony 
of Mr. Thomas Van Ess, auditor of the O. C. Mining Com- 
pany who wrote: 


“I have had Koreans working under me for thirteen 
years. I have always found them to be diligent, good 
workers, and very quick to learn, and in my Opinion, 
taking them as a whole, much easier to teach than the 
other Oriental races, with which I have also had many 
years experience. The company employs on the conces- 
sion about 5,000 Koreans, and the heads of departments 
can all produce dozens of natives who are now experts 
at their various duties, which include work as miners. 
timbermen, hoist and stationary engineers, machinists, 
blacksmiths, carpenters, electricians, assayers, millmen 
and hospital assistants. All that is necessary to bring out 
the splendid capabilities of the Korean is a practical 
education.” 


The writer from whom this quotation is taken, further 
states that this was but one of the replies to a questionnaire 
on the subject sent to business men in Korea and that the re- 
plies “are unanimously and emphatically in accord with the 
opinion of Mr. Van Ess.” ® The same writer quotes others on 
the “energy and industry” of the Koreans, but apparently for- 
gets this in later pages when for reasons not clear he falls 
back on the epithets of less well-informed writers. None of 

4 Address to Principals of Common Schools, April, 1911; “Manual ot 


Education in Chosen,” 1920, p. 33. 
» Brown, A. J. “The Mastery of the Far East,” p. 56. 


280 MODERN EDUCATION IN KOREA 


KOREANS AT WORK, 


Threshing; Pleughing. 


OPPORTUNITY 281 


these gentlemen attempt to explain how some twelve to fif- 
teen million such people have supported themselves by agri- 
culture in an extremely mountainous section of the north 
temperate zone. The long Korean winter, with the tempera- 
ture in many parts of the country frequently dropping to 10, 
20 or 30 degrees below zero Fahrenheit, does not encourage 
the life of the “lotus-eaters”; leafy bowers are not popular 
under such conditions and nowhere in the country do fruits 
or foods of any sort grow themselves and fall into waiting 
mouths. Again, either we must assume sex-differences of a 
startling character or explain how such lazy women accom- 
plish the feat of keeping the nation dressed in white, as well 
as the other chores of feeding and caring for large families. 
It is true that the Korean does not hitch his women tOeCart 
or plow or use them to coal steamers or do other work of 
this sort, but there are other countries where this failure is 
not charged to laziness. The testimony of missionaries who 
have spent their lives in the country might also be cited, but 
this is a practice much frowned on by travellers who seem to 
feel that religious training, long experience in the country 
and the absence of noticeable ulterior motive makes mission- 
ary opinion unreliable. No such evidence is introduced here, 
but it would seem that Mr. Van Ess and others like him were 
in a position to speak with some authority and we have seen 
that their testimony is “unanimously and emphatically” for 
the industry and energy of the Koreans, 

On the subject of the intellectual ability of the Koreans, 
missionaries, the Japanese teachers in the schools in Korea, 
and professors in the United States who have come in con- 
tact with Korean students, speak with praise that is surpris- 
ing in its unanimity. 

In inheritance, industry and intellectual capacity there is, 
then, good ground to believe that the Korean people present 
for education a “material” which, if properly treated, has 
large possibilities. 


2. Conditions for an Educational Experiment. 


Not only is the material for education promising, but the 
conditions for an educational experiment on a large scale are 
most favorable. 

The country itself, a peninsula some five or six hundred 
miles long by about 200 wide, is comparatively small and 


282 MODERN EDUCATION IN KOREA 


compact. While there are as yet only about 1100 miles of 
railway, it is well located and has done much to bring all 
parts of the country closer together and make easier the 
spread of education. The people are a single homogeneous 
race, with a single language intelligible to all in all parts of 
the land. There are, of course, colloquialisms, differences ol 
pronunciation and the like, but there is nothing to prevent 
the student from the most northerly part of N. Hamkyung 
Province going to school in Seoul or Pyengyang, and taking 
a position as teacher in the extreme south and understanding 
and being understood at all times. The oft-mentioned phon- 
etic writing is a priceless boon and makes the task of edu- 
cation immeasurably simpler. The large use of the Chinese 
ideographs in business and literature makes it still necessary 
to master a vocabulary of some thousands of these charac- 
ters also, but through the vernacular even the man or woman 
who has not this knowledge is able to read and write and 
to receive some elements of education. Finally the work 
of the missions, the natives and the government has pro- 
vided a nucleus of educated men and women and of educa- 
tional institutions which make the task of the future vastly 
easier. We have seen that a number of the poorer type of 
private schools have been included in the village schools 
and that many other “sohtang” have adopted some elemen- 
tary features of modern education, but even leaving the 21,000 
such schools out of our reckoning the government statis- 
tics report 1966 public and private schools of all grades, for 
Koreans.6 Of these about 1000 are Common schools, and 
while this is only one school per 17,000 of the population, 
they form centres of activity, and nuclei of education which 
only the men and women who knew Korea when there was 
not one modern school can fully appreciate. 

The attitude and policy of the government is also a factor 
which makes educational work in Korea since 1920 vastly 
sasier than before that date. Nor should it be forgotten that 
this attitude not only smoothes the way for private educa- 
tion but makes easier the work of the government itself. 
Racial prejudices and political enmities are not easily forgot- 
ten and obliterated, but it is certain that there is a much 

6 This is exclusive of the 464 elementary and secondary schools for 


Japanese, though a few Koreans (540 in all) now attend them. Report 
of Schools in Chosen 1924, pp. 1-5. 


OEP O REUNT LY 283 


greater chance of their passing out of existence under the 
policy of Baron Saito than there was under the strict military 
rule of his predecessors. 

We have, then, in Korea a field, not too large and with cer- 
tain main arteries of rapid travel and communication: a 
homogeneous people (or in other words, not only good ma- 
terial but material which does not require elaborate sorting 
into racial, religious, and national groups before it can be 
treated) ; a common and efficient written and spoken lan- 
guage; an educational foundation or at least starting point 
and a government more liberal and vastly more favorable to 
education than formerly. With these facts before him the 
reader will understand more clearly why it is that Korea 
offers to the educators a laboratory for a splendid experi- 
ment in education. 


3. The Opportunity for the Government. 


The educational objective of the government in Korea has 
been defined as that of racial assimilation. It is not our part 
at present to attack or attempt to defend the reasons and 
methods of the Japanese seizure of Korea. The fact re- 
mains that in 1910 it became a part of the Japanese empire 
and that schools and other educational agencies were set up 
with the purpose of training the Koreans to be “good and 
loyal subjects.” Assimilation is a task of great difficulty 
which has been many times tried with few successes and 
many failures. To add to the natural difficulties, those in 
authority followed a short-sighted and tactless policy which 
further irritated the people and if it did not widen, certainly 
did nothing to lessen the breach between Koreans and 
Japanese. . 

Since 1920 a different plan has been tried. There are in- 
dividuals who claim that had this plan been initiated in 1910, 
there would have been no Independence Movement in 1919. 
Such a statement is obviously beyond either confirmation or 
denial and creates as hot dispute as the assertion that the 
Koreans are perfectly contented.“ [It can, however, hardly be 
disputed that the absence of irritation is one of the condi- 
tions for the healing of wounds. Baron Saito and his ad- 

7 Such a statement was attributed (wrongly) to a leader in mission 


work in Korea while on a visit to the U. S. At once cables requesting 
confirmation or denial flew across the Pacific and much feeling was 


aroused by the report. 


284 MODERN EDUCATION IN KOREA 


visers have removed many such causes of irritation. The 
educational policy and work of the government have been 
dealt with at some length and the reader’s attention has been 
repeatedly called to the startling changes which have been 
accomplished. ‘The present administration has frequently 
stated its beneficent intent and purpose. Early in the new 
regime it announced certain immediate objectives in educa- 
tion. These have been practically accomplished and stand 
as concrete evidence of the good faith in which the promises 
were made. With these and the other work of the past five 
years as a foundation the government has an opportunity to 
prove to Koreans and to the world that its other deéclara- 
tions are to be equally trusted. Such a policy would do much 
toward the attainment of Japan’s main objective, or at least 
to the creation of the friendly relations which are a prerequi- 
site of such attainment. With conditions as they are today 
it would be suicidal to Japanese hopes and plans for the gov- 
ernment to rest on the fact that it has provided one common 
school for every three village-districts and one higher com- 
mon school for each province. Even without a reversal of 
policy, such a cessation of energy in the pursuit of the pre- 
sent policy would lose for them whatever has been gained 
and make still more difficult the accomplishment of their pur- 
pose. The physical conditions favoring education are even 
more favorable to government than to native or missionary 
education. The field for experimentation is within 12 hours 
of Japan proper. A beginning has been made. The experi- 
ment is said to be of sufficient national importance to warrant 
great effort. They should give Education a thorough trial. 


4. The Opportunity for Korean Private Education. 


The educational objective of Korean private schools, out- 
side of the church schools, is the intellectual preparation of 
the Korean people for life and for life responsibilities in the 
Korea of to-morrow. If Korea is to enter upon an industrial 
period, if the Korean farmer is to compete with other far- 
mers, if a new intellectual world is to be opened to young 
Korea, if the Korean is to have a part in the administration 
of government, then agencies for the requisite training must 
be prepared. We have seen that for some time to come gov- 
ernment education cannot supply the need. We have also 
seen that the attitude toward private enterprise in education 


OPPORTUNITY 285 


is much more liberal than formerly. Lastly it seems plain 
that if education is to be for Koreans it must sooner or later 
be by Koreans. 

We have read of some hundreds of “various” secular pri- 
vate schools and of 21,000 old-fashioned village schools. We 
have had a glimpse of illiterate men and women and of the 
possibilities for them inherent in the Women’s Educational 
Associations, Young Men’s Associations and the like. 

Korean private education may not have large capital at its 
command, but could it ask for larger opportunities for ser- 
vice than are offered by these backward schools, these new 
enterprises and the general conditions of to-day? Greater 
freedom, more encouragement, even guidance it may ask and 
should receive, but for the Korean school or for the Korean 
young man or woman there could hardly be larger or more 
varied opportunity for national service than at present. 


5. The Opportunity for Missionary Education. 

The missionary objective is essentially international and 
aims at the creation of an international spirit and the settle- 
ment of international problems on the basis of that “peace” 
and “good will” of which the angels sang. There are many 
who ridicule the idea of accomplishing anything in interna- 
tional relations on a religious basis and who consider the 
whole missionary program as a futile and wasteful expendi- 
ture of funds and effort. Some who take this attitude are 
frankly uninterested in international affairs and consider that 
the welfare of alien peoples is a matter which does not con- 
cern us. It is probably unnecessary to dwell at length on the 
shortsightedness of this point of view, but material for an 
appropriate answer was furnished by the Massachusetts Com- 
missioner of Education in a lecture at New York University 
during the summer session of 1924. The Commissioner 
pointed out that the state and people of Massachusetts had 
come to realize that it was no longer possible for a district 
to rest content with the provision of adequate schools and 
education for its own population, and disregard the results of 
a failure in education in neighboring districts. He extended 
the principle and stated that education in New York, New 
Jersey and other eastern states was of deep interest to the 
people of Massachusetts, and then turning to the Superin- 
tendent of Schools of Berkely, California, who was also pre- 


286 MODERN EDUCATION IN KOREA 


sent, said that he believed the educational policies and work 
of California to be of direct concern to the people of Massa- 
chusetts, since in the modern world the results of success 
or failure in one locality must be felt very directly by an- 
other. The application of this point of view to the problems 
of the Far East is plain enough. It acquires added point, 
however, if we stop to consider present and past, time and 
travel relationships. About one hundred years ago a special 
messenger from the president took some twenty days to go 
from Washington, D. C., to St. Louis. Not long ago the 
newspapers noted very casually the arrival in New York ol 
a shipment of silk from Yokohama in a few hours over 13 
days. Imagine the excitement if the president’s messenger 
had returned to announce the arrival in St. Louis of the en- 
tire population of Japan and Korea! Yet these peoples are 
nearer to us by some days than the St. Louis of those times 
to Washington. 

It is possible that this is realized by a majority of thinking 
people, but a large number who feel the importance of the 
broader inter-relationships still consider the missionary pro- 
eram narrow rather than broad, and as of little consequence 
in international relations. 

It is an interesting fact, in view of this opinion, that despite 
all the talk of world friendship and world responsibilities, re- 
ligious bodies are the only organizations which have seriously 
undertaken work along these lines. There are a few societies 
for friendly relations, a few periodicals devoted to interna- 
tional affairs, but dependent on subscriptions and advertise- 
ments for support, a few’scholarships for foreign students, 
and more recently the Rockefeller work in China as the first 
large attempt by a non-religious organization. The Red 
Cross has made itself felt in time of calamity in many parts 
of the world; similarly the work of the Near East Relief and 
the work for the starving populations of Russia has been 
called into being by special conditions and are essentially life- 
saving organizations. With the exception of these last prac- 
tically all of the non-religious enterprises for international 
good will are expressions of the vision of certain far-sighted 
individuals. The Rhodes Scholarships, the Willard Straight 
Scholarships, the Barbour Scholarships, the Rockefeller work 
and the like are not the result of international mindedness 
by any large portions of the British or American public, but 


ORPOR FUNIT Y 287 


by private individuals. The missionary work of the churches 
remains the only organized effort supported by large groups; 
the religious motive remains the only one strong enough to 
sway such numbers to the extent of large financial support 
of practical effort on the field, or strong enough to send men 
and women in thousands to carry a personal message of inter- 
national service. While the support given is still inadequate 
for a task of such magnitude, the total budgets for foreign 
mission work for 1920 of the denominations and boards co- 
operating in the Inter-church World Movement of North 
America amounted to $107,661,488,8 while the Protestant 
missionaries in non-Christian countries at that time num- 
bered 20,400.29 The above figures indicate that the missionary 
program is at least a determined and serious effort to meet 
the problem, and thus far the only such effort. If we accept 
Commissioner Smith’s point of view and its broader applica- 
tion it would seem that educators should devote careful study 
to the problem as a whole and make some serious attempt 
at its solution either by the support of existing movements 
or the substitution of more efficient methods if this be neces- 
sary. 

The chief factor contributing to the efficiency of the mission- 
ary as an international ambassador is the disinterested and 
altruistic character of his work. Political agents, business men 
and others may be of highest character and command respect 
or admiration but however high may be their standards or how- 
ever much their presence may contribute to the development 
of the country the primary reason for their presence is for their 
own, their company’s or their country’s benefit and not the 
benefit of the people among whom they are living. Dr. 
Reinsch, former United States minister to China paid high 
tribute to the work of the missionaries and he and many others 
have pointed out the peculiar advantages which they have as 
ambassadors of good will. 

Granting the need for and effectiveness of missionary work in 
general in the solution of international problems, we are at 
present concerned with the peculiar opportunity for missionary 
education in Korea. The advantages of the material presented 
by the Korean people, the compact character of the country, 


8 Interchurch World Movement of North America, World Survey, 
loreign Volume, p. 158, 
9 Tbid., p. 44. 


288 MODERN EDUCATION IN KOREA 


the homogeneity of the people and language have already been 
referred to, and all contribute to make the work of missionary 
education easier. In addition to these there are a sufficient 
number of mission and church schools to form a nucleus 
for future work just as the existing government institutions 
are a starting point for the future work of the government. 
For missionary work the organized native churches with a 
membership in the neighborhood of 300,000 constitute a firs 
ther tremendous advantage as co-operating agents in future 
education, having the same ideals and purposes as the bodies 
which support the missionary enterprise. It has been claimed 
that these native churches “are comparatively indifferent to 
the social application of the gospel.” 1° If this were true 
the size and organization of the groups of Korean Christians 
could not be counted on as a large factor in the work of mis- 
sionary education. But, indefinite as were our figures on the 
share taken by Korean Christians in education as a whole, the 
general fact that they were taking a very large share stood 
out from the reports and figures quoted. The author of the 
above criticism is most intimately acquainted with the work 
of the Presbyterian church and we have seen that 96% of the 
elementary schools reported by the Presbyterian mission are 
supported by the native churches while their share in the 
secondary schools of this mission comes to 70% of the total. 
“Comparatively” is a dangerous word and the Korean study- 
ing these figures might state that “the Presbyterian churches 
of America are comparatively indifferent to the educational 
and social application of the gospel in Korea.” When we add 
to the share in direct educational work the native support of 
the Y. M. C. A., the recently organized Korean Y. M. C. A., 
the charity work of the churches, the prosperous Korean 
orphan asylum in Seoul and other similar work we are led to 
believe that the comparison was with certain of the larger 
endowed churches in the United States where social work has 
been given special emphasis. We must also remember that 
such churches are comparatively rare even in the United 
States, and that participation in educational work is always 
the first sign of awakening social responsibility in the early 
church of all countries. 


10 Brown, A. J., “The Mastery of the Far East,” p. 541, 


OFRORAUNI TY Oo 


mil TOKYO 


Yi Y of 

L; Y jz Vf oo” 

Y fy oof | 
WY / FORMOSA 


> PHILIPPINE 
ISLANDS 


KOREA’S STRATEGIC POSITION IN THE FAR EAcD: 


290 MODERN EDUCATION IN KOREA 


Without disputing the fact that the Korean churches have 
many social responsibilities to which they are not yet awake, 
it seems that the evidence in hand is sufficient to reassure us 
as to their hearty cooperation in educational work. 


All of these factors have been considered chiefly in the ad- 
vantages which they afford for missionary work in Korea. 
But the opportunity which is presented is not to be conceived 
in terms solely of and for Korea. The peninsula lies directly 
between China and Japan and under modern conditions of 
communication almost as near to the one as the other. The 
language, in common with Japanese, derives many of its terms 
from the Chinese and its sentence and yrammatical structure 
is not dissimilar to that of Japan. Its people meet with 
Chinese and Japanese as Orientals with Orientals whereas the 
Occidental with the best of sympathy, with the most fluent 
language, and with the keenest understanding possible to him, 
is still an Occidental among Orientals. 

The opportunity for missionary education in Korea, lies in 
welding a tool, from good material, in a convenient laboratory, 
in which the minimum equipment is already located and for 
which a number of competent assistants are available, by 
which tool not only Korea, but China and Japan may be more 
easily and more efficiently brought within the reach of the 
same great dynamic which has transformed the ideals and 
thought of Europe and America and which is responsible for 
the work of the 20,000 men and women who are now on the 
mission fields of the world striving for this end. 

It is possible that the present force and present expenditure 
in Korea may suffice after a fashion or can be made to suffice 
for missionary education as something to be done because mis- 
sions usually have schools or for other traditional reasons. IH, 
however, the churches aim either at adequate provision for 
Korea or at making Korea an agency for the larger aim an 
entirely different attitude towards the maintenance of the work 
is necessary. 

The various bodies now constituting the Federal Council of 
Protestant Missions should carry out a careful survey of the 
whole country. The plans of the government as to its future 
expansion, in extent, distribution and character should be 
ascertained and taken into careful account. The interrelation 
of the schools of different missions, the Christian constituency, 


OREO Rar GN ey 291 


the population, wealth and possible school population and the 
present funds available from all sources for each of the differ- 
ent grades of education should be studied. With these facts 
in hand it would be possible to arrive at a very trustworthy 
estimate of the number of schools of each grade necessary, 
their location, equipment and the force and funds necessary 
for their maintenance. At present the opening of new or clos- 
ing of existing schools is largely, a matter of finances without 
relation to other factors. Thus under financial stress it ap- 
pears better to maintain a few schools of high grade rather 
than a number of schools of low standards, and the closure 
of the schools at A or B is discussed largely because they are 
the “poorest.” This is quite natural, but it is possible that a 
survey such as is suggested might reveal the fact that these 
two were the most important strategically and should be 
maintained at all costs; or it might be found that so far from 
closing any of the existing schools one or two more should be 
opened. In any case the determination of policies either of 
expansion or retrenchment without such a survey is unscien- 
tific and uneconomical. When such a study had been made it 
would be possible to decide what should be the share of each 
mission and to present to the bodies supporting those mis- 
sions a united and unified appeal in behalf of a program scien- 
tifically arrived at after consideration of the needs of the whole 
country and of the possibilities which that country offers as 
a potential envoy of the missionary message to the Far East. 
Lacking such a survey any estimates are liable to the same 
faults as the methods which have thus far determined the 
educational needs. The writer is frequently asked what he 
considers adequate provision in education by the missions, and 
while fully realizing the dangers and faults of such a personal 
estimate is willing to make a tentative suggestion of his 
opinion as to the minimum needs so that the reader in the 
United States may see something of the magnitude of the task. 
It is perfectly certain that even these figures (which are 
probably too small) will be received with horror and the claim 
that they are impossible of attainment. The point which the 
writer wishes to emphasize is that while it is extremely likely 
that these figures as a personal estimate are wrong, they can- 
not be wrong merely because they are too large. Whether 


292 MODERN EDUCATION IN KOREA 
too large or too small can only be determined by a survey such 
as has been suggested. 


As minimum needs the writer feels that in Korea the mis- 
sions should maintain, in co-operation with the native churches, 
at least: 


a LL ——— 


Schools @ Per Total Per Initial Ex.Bldgs. 

No, Type Annum Annum and Equipment 
50 Common $ 2400 $120,000 $ 250,000 
25 High Common 8000 200,000 250,000 
20 Industrial 5000 100,000 200,000 
100 Hostels 500 50,000 200,000 
3 or 4 Colleges 50000 200,000 4,000,000 


$670,000 $4,900,000 


Common schools are set at the low number of fifty because 
the Government’s first work will probably be that of bringing 
the number of “public common schools” to a place where they 
will be more nearly adequate. Two hundred dollars per month 
is not much but it is felt that this sum, which is more than 
many of the secondary schools are now receiving, with the 
amounts from native sources, would be sufficient to maintain 
the schools at government standards. Similarly $5,000 each 
for building and equipment seems very low but there are a 
number of schools which are now relatively well housed which 
would require less so that an average of Yen 10,000 seems 
sufficient as a minimum estimate. For the secondary schools 
$8,000 in addition to fees and native contributions should be 
fairly adequate unless the costs of education rise at a much 
sharper rate than in recent years. The estimate for buildings 
and equipment is low as compared to the common schools be- 
cause while much is needed practically all have buildings which 
are usable and there are few if any cases where an entire new 
plant would be necessary ; even so, $10,000 each is distinctly a 
minimum. Twenty industrial schools is more or less of an 
arbitrary number set with the idea that there should be one in 
connection with each of the boys’ secondary schools and a few 
extra. Five thousand is more than the amount estimated for 
the common schools because for some years to come native 
support of industrial schools will probably be low. The equip- 
ment and building estimate of $10,000 each is also low but 


OPPORLUNITY 293 


would provide native or Japanese style buildings and simple 
equipment for native industries. 

The hostels have been successfully tried by both the English 
church mission and by the Catholic and offer an excellent 
means of caring for students attending the government schools 
at a comparatively low cost. Native buildings and native heads 
for these hostels should make it possible to provide them for 
$2,000 each and operate them for somewhere near the $500 
each estimated. In the estimate of the colleges, the medical 
college and at least one college for women are obvious neces- 
sities. The writer believes that two other colleges for men 
are also necessary but there are those who deem one enough. 
In any case $50,000 each per annum is hardly excessive, nor 
buildings and equipment at the rate of $1,000,000 each. The 
Chosen Christian College alone is now seeking to raise $800,000 
for buildings and equipment in addition to the amount already 
invested. Besides necessarily higher costs of college educa- 
tion, the large investment of missionary funds in such work 
is relative economy since it is cheaper in the long run and 
more effective to train teachers and teachers of teachers than 
to do the direct training of students in the lower schools. The 
total annual expenditure thus estimated is $670,000 or a little 
more than three times the total board grants for education in 
1923. Taken as a total the figures appear large but as the items 
are considered one at a time their adequacy in each case seems 
doubtfully low. Especially is this true of the number of Com- 
mon and Industrial Schools, and possibly of the Higher 
Common Schools. This estimate has taken no account of the 
number or expenses of religious schools necessary as a part 
of the equipment if Korea is to be made the scene of a great 
missionary experiment with the purpose of influencing the 
whole Far East. That they are a necessity the writer believes 
very strongly and they have not been included because the 
present study is chiefly concerned with general education under 
missionary auspices; also, because of their religious nature and 
consequent denominational tone they can seldom be brought 
within the scope of such a survey as is suggested, for while 
two missions of differing denominations may unite in a Com- 
mon, Higher Common or Industrial school or college it is 
rarely that they will consent to a union Bible School or Theo- 
logical Seminary. 


294 MODERN EDUCATION IN KOREA 


The facts and figures presented in this outline of modern 
education in Korea have never been gathered together before. 
The writer believes that in the study of the work that has been 
done, and its presentation as a whole the serious student of 
missions, of Japan, and of the results of national contacts will 
find much of interest and profit. It is probable that for some 
years to come the churches will continue to carry the whole 
burden of the mission of international good-will, but it is to 
be hoped that the day will come when those who at present 
merely talk or write of these vital problems will themselves 
lend a hand. 

That an opportunity to break down racial and national 
barriers of ill-will and build in their place highways of friend- 
ship throughout the Far East lies in an adequate and states- 
manlike program of missionary education in Korea is certain. 
If the present study helps to awaken men and women in and 
out of the churches to see this opportunity and meet it; if it 
can bring about a better understanding of the problems and 
conditions in Korea; if it can help the busy worker in Korea 
or the student in America; if it can be of service it will be suc- 
cessful in all that is hoped for it. 


CHOSEN CHRISTIAN COLLEGE: CAMPUS 
IN WINTER 


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Baird, Dr. Wm. “History of Educational Work” Quarto-Centennial Papers 
Korea Mission Presbyterian Church in U. S. A. 1909, p. 60. 

Bishop, Mrs. I. B. “Korea and Her Neighbors.” 

Brockman, Frank “Some Problems of Industrial Education in Korea” 
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Brown, Dr. A. J. “The Mastery of the Far East.” 

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Clark, C. A. “Digest of the Presbyterian Church of Korea;” “First 
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Conrow, M. L. “Vacation Service” Korea Mission Field, Nov. 1923, 
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Cynn, Hugh “The Re-Birth of Korea.” 

Dallet “L’Eglise en Coree.” 

Dolph, Fred A. “Japanese Stewardship in Korea.” 

Federal Council of Churches of Christ in America, Commission on Re- 
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Fenollosa, E. F. “Epochs of Chinese and Japanese Art.” 

Gale, J. S. “The Korean Alphabet” Trans. Korea Branch of Royal 
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Gamble, F. K. “Comparative Statistics,” 1914. 

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“Manual of Education for Koreans,” 1913. 

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Hall, Dr. Rosetta “Clocke Class for Blind Girls’ Korea Mission Field, 
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D. 


H. 


APPENDIX 


TABLE OF CONTENTS 


Palcatonale Ordinance *ofe1ga2 jus en, ea eg 
BOUcaonal Ordinances ob forte eee ek ee 


Summary, Government Statistics All Schools in Chosenwano2 3¢nene 


Distribution of Common Schools Die EfOUIncesiraret ate a) 


Japanese and Korean Pronunciation wN amésiscic. nee e hee 
Distribution of Village Schools Dye b LOVINCeS manta) ole renee oe 


Some Statistics of Mission Schools, OHIGY NOV GUOP IY Ne coetk vent papeeteennser os 


1. Report on Mission Schools, 1913, by J. E. Adams. 
2. Coen Questionnaire. 10 Mission Secondary Schools for 


Boys, 1922. 
Data on Work of S.M. Mission, 1924, Fisher Questionnaire............ 
Curricula of Chosen Christian College (Recognized Special School)... 


Table of Percents Workers Different Branches of Work, Six 


Missions, 1913-1925... Sr ARs Rehr ee Retreat, A Me Mee ae he. 


PONG a gy ke Sree Ne ees) he : 


298 MODERN EDUCATION IN KOREA 


APPENDIX A 


Chosen Educational Ordinance of 1922. 


Arr. I. Education in Chosen is governed by this Ordinance. 

Arr. Il. Common education of those usually speaking the national 
language is governed by the Ordinances for a Primary School, Middle 
School, and Girls’ High School, though the functions of the Minister of 
Education mentioned in these Ordinances are performed by the Governor- 
General of Chosen. 

If exceptions are deemed necessary with regard to the case stated in 
the preceding paragraph due to conditions peculiar to Chosen, the Gov- 
ernor-General of Chosen is authorized to make special provision. 

Arr. III. Schools giving common education to those not usually speak- 
ing the national language are a Common School, Higher Common School, 
and Girls’ Higher Common School. 

Arr. IV. A Common School aims at giving children moral training, 
while paying due attention to their physical growth, at cultivating in 
them the character of a good subject by imparting elementary knowledge 
and art indispensable to life, and withal at making them master the na- 
tional language. 

Art. V. The course of study of a Common School is six years, though 
it may be shortened to five or four years should the conditions of the 
locality in which it stands necessitate it. 

Children not less than full six years of age are eligible for admission 
to a Common School. 

A, Common School with a six-year course may add a higher course of 
two years’ duration. 

Only those will be admitted to the higher course who have finished the 
six-year course of a Common School or whose scholarship is recognized 
as equal to, or higher than, the standard laid down by the Governor- 
General of Chosen. 

A Common School may have a supplementary course. 

The course of study and entrance qualification for the supplementary 
course are fixed by the Governor-General of Chosen. 

Arr. VI. A Higher Common School aims at giving boys moral educa- 
tion while paying due attention to their physical growth, ati cultivating in 
them the character of a good subject by imparting common knowledge 
and art useful for life, and at making them proficient in the national 


language. 


APPENDIX A 299 


Art. VII. The course of study of a Higher Common School is five 
vears. 

Only those are eligible for admission to a Higher Common School 
who have finished a Common School course of six years, or whose scholar- 
ship is recognized as equal to, or higher than, the standard laid down by 
the Governor-General of Chosen. 


A Higher Common School may have a supplementary course. 


The course of study and entrance qualification for the supplementary 
course are fixed by the Governor-General of Chosen. 


Art. VIII. A Girls’ Higher Common, School aims at giving girls moral 
education while paying due attention to their physical growth and the 
fostering. of female virtues, at cultivating in them the character of a 
good subject by instructing them in common knowledge and art useful 
for life, and at making them proficient in the national language. 


Art. IX. The course of study of a Girls’ Higher Common School is 
five or four years, though it may be made three should the conditions of 
the locality in which it stands demand it. 

Only those are eligible for admission to a Girls’ Higher Common School 
who have finished a Common School course of six years, or whose scholar- 
ship is recognized as equal to, or higher than, the standard laid down. by 
the Governor-General of Chosen. 


Those eligible for admission to a Girls’ Higher Common School having 
a course of three years only, are girls who have gone through the higher 
course of a Common School, or who have scholarship equal to, or higher 
than, the standard laid down by the Governor-General of Chosen. 


A Girls’ Higher Common School may have a supplementary course. 


The course of study and entrance qualification of the supplementary 
course are fixed by the Governor-General of Chosen. 


Art. X. With regard to entrance qualification, those finishing a Com- 
mon School course of six years are regarded as having completed a 
Primary School course, those completing the first year or the full term 
of the higher course of a Common School as having respectively finished 
the first year of a Higher Primary School or the term of a Higher 
Primary School having a two-year course of study, those finishing a 
Higher Common School course as those finishing a Middle School course. 
and those finishing a Girls’ Higher Common School course as those finish- 
ing a Girls’ High School course, the term of which is regarded as proper. 

Art. XI. Business education* is governed by the Business School 
Ordinance, for Education, but functions of the Minister of Education 
mentioned in that Ordinance are performed by the Governor-General of 
Chosen. 


With regard to the establishment of a Business School and its text- 
books, the Governor-General of Chosen is invested with discretionary 
powers. 


ep Lae original words used in the Ordinance for business education are 
jitsugyo kyoiku and mean both commercial and industrial education.— 
(Translator. ) 


300 MODERN EDUCATION IN KOREA 


Arr. XIL. Professional education 1s governed by the Professiona’ 
School Ordinance and university education and preparatory education for 
the same by the University Ordinance with a proviso that the functions 
of the Minister of Education mentioned in these Ordinances are per- 
formed by the Governor-General of Chosen. 


With regard to the establishment of a Professional School and the 
qualification of teachers of a University Preparatory Course, the Gover- 
nor-General of Chosen is invested with discretionary powers. 

Arr. XIII. An institution where normal education is given is a Normal 
School. 

A Normal School aims at specifically fostering moral character, and at 
training those desirous of becoming teachers of a Primary School and 
Common School. 

Arr. XIV. A Normal School shall have a First and Second Depart- 
ment, but, in case special circumstances exist, it may have either a First 
Department only or a Second Department only. 

The First Department educates those intending to become teachers of 
a Primary School, and the Second Department those to become teachers 
of a Common School. 

Arr. XV. The course of study of a Normal School is six years, that 
is, an ordinary course of five years and a practice course of one year, 
though, with regard to females, the course of study is five years, their 
ordinary course being one year less. 

Arr. XVI. Only those are eligible for admission to the ordinary course 
of a Normal School who have completed a Primary School course or 
whose scholarship is recognized as equal to, or higher than, the standard 
laid down by the Governor-General of Chosen. Only those are eligible 
for admission to the practice course who have completed the ordinary 
course, who have completed a Middle School course or a Girls’ High 
School course of four years, or whose scholarship is recognized as equal 
to, or higher than, the standard laid down by the Governor-General of 
Chosen. 

Arr. XVIl. In case special circumstances exist, a Normal School 
shall haye a special course or may have a special course alone. 

Provisions of Art. XIV. apply correspondingly to the special course 
mentioned in the preceding paragraph. 

Arr. XVIII. The course of study of the special course is either three 
or two years. 

Only those are eligible for admission to the special course who have 
completed a Higher Primary School of two years or whose scholarship 
is recognized as equal to, or higher than, the standard laid down by the 
Governor-General of Chosen. 

Arr. XIX. A Normal School may have a post-graduate course or a 
training course, but the post-graduate course cannot be established in a 
Normal School having a special course alone. 

The course of study and entrance qualification for a post-graduate 
course and training course are fixed by the Governor-General of Chosen. 


APPENDIX A 301 


Art. XX. A Normal School shall have attached thereto a Primary 
School and a Common School, though a Normal School of the First De- 
partment may have attached a Primary School only, and the Second 
Department a Common School only. 


In case there exists special circumstances, a Public Primary School may 
be substituted for a Primary School attached, and a Public Common School 
for a Common School attached. 


Art. XXI. A Normal School is either a Government or public insti- 
tution. 


A Public Normal School may be established only with the local revenues 
of a province. 

Art. XXII. In case special circumstances exist, either a practice 
course or a training course of the Second Department of the Normal 
School may be additionally established in a Higher Common School or 
Girls’ Higher Common School as maintained by the Government. 


Provisions of Art. XX. apply correspondingly to the Higher Common 
School mentioned in the preceding paragraph. 


Art. XXIII. With regard to the subjects of study, organization, ac- 
commodation, and tuition fee of a Common School, Higher Common 
School, Girls’ Higher Common School, and Normal School, the Governor- 
General is invested with discretionary powers. 


Art. XXIV. For. the establishment or abolition of a Common School, 
Higher Common School, and Girls’ Higher Common School, whether 
public or private, and a Public Normal School, permission of the Gover- 
nor-General of Chosen is required. 


ArT. XXV.~* In case special circumstances exist, subject to provisions 
made by the Governor-General of Chosen, those usually speaking the 
national language are eligible for admission to a Common School, Higher 
Common School, or Girls’ Higher Common School, and those not usually 
speaking the national language to a Primary School, Middle School or 
Girls’ High School. 


ArT. XXVI. With regard to a private school, a school for particular 
education and all other educational undertakings, the Governor-General 
of Chosen is invested with discretionary powers in such matters as are 
hot provided for in this Ordinance. 

ArT. XXVII. The date of enforcement of this Ordinance is appointed 
by the Governor-General of Chosen. 


Art. XXVIII. The Chosen Educational Ordinance promulgated by 
Imperial Ordinance No, 229 of IgII is null and void. 

Art. XXIX. A Primary School, Middle School, Girls’ High School, 
Common School, Higher Common School, Girls’ Higher Common School, 
Business School, whether it is special, elementary, or common, Govern- 
ment Professional School, and Normal School, such as actually existing 
in Chosen when this Ordinance comes into operation, is respectively a 
Primary School, Middle School, Girls’ High School, Common School, 
Higher Common School, Girls’ Higher Common School, Business School, 
Professional School, and Normal School by Virtue of this Ordinance. 

The Higher Common School, Girls’ Higher Common School, Business 
School, and Professional School mentioned in the preceding paragraph 


302 MODERN EDUCATION IN KOREA 


may apply provisions of the superseded Educational Ordinance to their 
present scholars while continuing in attendance. 

Art. XXX. A Higher Common School actually existing in Chosen 
when this Ordinance comes into operation may continue its supplementary 
course established by virtue of the superseded Educational Ordinance 
within the limits of two years from the date of enforcement of this 
Ordinance. 

Art. XXXI. A Government Higher Common School and Government 
Girls’ Higher Common School actually existing in Chosen when this 
Ordinance comes into operation may continue their Normal Course estab- 
lished by virtue of the superseded Educational Ordinance, in the case 
of the former within the limits of four years from the date of enforce- 
ment of this Ordinance and in the case of the latter within the limits 
of three years from the same date. 

Art. XXXII. A Private Professional School actually existing in 
Chosen when this Ordinance comes into operation may be maintained 
for the time being by virtue of the superseded Educational Ordinance. 


APPENDIX B 


Educational Ordinance of 1911. 
CHAPTER I. 
GENERAL PLAN 


Art. I. Education for Koreans in Chosen shall be given in accordance 
with this ordinance. 

Art. Il. he essential principle of education in Chosen shall be the 
making of loyal and good subjects by giving instruction on the basis 
of the Imperial Rescript concerning Education. 

Arr. Ill. Education in Chosen shall be adapted to the need of the 
times and the condition of the people. 

Art. IV. Education in Chosen is roughly classified into three kinds, 
i. e., common, industrial and special education. 

Art. V. Common education shall aim at imparting common knowledge 
and art, special attention being paid to the engendering of national char- 
acteristics and the spread of the national language. 

Art. VI. Industrial education shall aim at imparting knowledge and 
art concerning agriculture, commerce, technical industry and so forth. 

Arr. VII. Special education shall aim at imparting knowledge and 
art of higher branches of science and art. 


CHAPTER II. 


SCHOOLS 


Arr. VIII. A Common School is an institution in which children are 
given the common education forming the basis of national education, 


APPENDIX B 303 


Attention shall be given to the proper development of their bodies, the 
national language shall be taught and moral training given so _ that 
national characteristics be fostered, besides imparting to them the knowl- 
edge and art indispensable to daily life. 


ArT. IX. The period of study for a Common School shall be four 
years. This, however, may be shortened by one year subject to the 
conditions of the locality in which the school is established. 


ArT. X. Children not less than eight years of age are eligible for 
admission to a Common School. 


Art. XI. A High School gives boy students higher common education, 
by which is understood training in common sense, and in national char- 
acteristics and instruction in knowledge and art necessary for the gain- 
ing of a livelihood. 


ArT. XII. The period of study for a High School shall be four years. 


ArT. XIII. Those eligible for admission to a High School must be 
boys not less. than full twelve years of age, and graduates of a Common 
School the period of study in which is four years, or boys whose quali- 
fications are recognized as equal or superior to those of the aforesaid. 


ArT. XIV. A normal course or a short course for training of teachers 
may be established in a Government High School, with the object of 
giving education to students wishing to become teachers of Common 
Schools. 


The period of study for the normal course shall be one year, and that 
for the short course less than one year. 


Graduates of a High School are eligible to enter the normal course, 
and those who are not less than full sixteen years of age and have 
finished the second year course of a High School or those whose qualifi- 
cations are recognized as equal or superior to those of the aforesaid are 
eligible for the short course. 

ART. A Girls? High School is an institution for giving girls 
higher common education, in order to foster in them feminine virtues, 
‘cultivate national characteristics and instruct them in the knowledge and 
art necessary to making livelihood. 

ArT. XVI. The period of study for a Girls’ High School shall be 
three years. 


ArT. XVII. Girls not less than full twelve years of age who have 
graduated from a Common School the period of study in which is four 
years, or those whose qualifications are recognized as equal or superior 
to those of the aforesaid are eligible for admission to a Girls’ High 
School. 

ArT. XVIII. An arts course may be instituted in a Girls’ High School. 
In the course sewing and manual work shall be specially taught, and 
girls eligible for it shall be not less than twelve years of age. 

The period of study shall be less than three years. 

ArT. XIX. A normal course may be instituted in a Government Girls’ 
High School to train girls wishing to become Common School teachers, 

The period of study for the course shall be one year, 


304 MODERN EDUCATION IN KOREA 


Girls eligible for the course shall have graduated from a Girls’ High 
School. 


Art. XX. An Industrial School trains students wishing to engage in 
agriculture, commerce and technical industry, giving them the necessary 
education therefor. 


Art. XXI._ Industrial Schools include Agricultural School, Commercial 
School, Technical School and Elementary Industrial School. 


Art. XXII. The period of study for an Industrial School shall be 
two or three years. 


Art. XXIII. Those eligible for an Industrial School shall be not less 
than twelve years of age, and graduates of a Common School the period 
of study in which is four years, or those whose qualifications are recog- 
nized as equal or superior to those of the aforesaid. 

Art. XXIV. With regard to the period of study and requirements 
of students eligible for an Elementary Industrial School, the foregoing 
two articles are not applicable, but these will be determined by the 
Governor-General of Chosen. 


Art. XXV. A Special School gives to boy students education in higher 
branches of science and art. 


Art. XXVI. The period of study for a Special School shall be three 
or four years. 


Art. XXVII. Those eligible for a Special School shall be more than 
sixteen years of age and graduates of a High School or those possessing 
scholarly attainments equal or superior to them. 


Art. XXVIII. For the establishment or abolition of Common Schools, 
High Schools, Girls’ High Schools, Industrial Schools and Special Schools, 
whether public or private, permission of the Governor-General of Chosen 
must be obtained. 


Art. XXIX. Provisions concerning the subjects of study, their stand- 
ard, staff, text-books, and tuition fee of Common Schools, High Schools, 
Industrial Schools and Special Schools, shall be determined by the Gover- 
nor-General of Chosen. 


Art. XXX. Provisions for! schools not included in the present regula- 
tions shall be determined by the Governor-General of Chosen. 


SUPPLEMENTARY RULE 


The date of putting this Ordinance into force shall be determined by 
the Governor-General of Chosen. 


The Common Schools, High Schools and Girls’ High Schools which 
have existed hitherto will be recognized as Common Schools, High Schools 
and Girls’ High Schools established in compliance with this ordinance ; 
also Agricultural Schools, Commercial Schools and Industrial Supple- 
mentary Schools which have existed hitherto will be recognized as Agri- 
cultural Schools, Commercial Schools and Elementary Industrial Schools 
established in accordance with this ordinance. Concerning those schools 
existing at the time of the enforcement of this ordinance, irrespective of 
its provisions, the Governor General of Chosen may make or take 
necessary arrangement or measures. 


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APPENDIX E 309 


APPENDIX E 
Korean and Japanese Pronunciation of the Names 


of the Provinces and Principal Places 
Referred to in the Text 


KOREAN JAPANESE 
The Provinces 
Chulla-doh (N. & S.) Zenra-do 
Choongchung- doh (N & S) 


Chusei-do 
Hamkyung-doh (N & S) 
Kankyo-do 
KRyongkatedoh shou Keiki-do 
Kyengsang-doh (N & S) 
Keisho-do 
Kangwon-dohi -....../.0. Kogen-do 
Pyengyan-doh (N & S) 
Heian-do 
Whattendi-doh i en Kokai-do 


Principal Places 


ai py vittoria ope cee gen Sainei 
Chemulpo 

CLT eRe) atten thang eee een cy Jinsen 
cchintti ae nee eee SMT SHIT 
Cuingamps meee Chinnampo 
Choonchun ee eS HiUnsen 
CODD i eieesa ee cdi Seishin 
SHiulwonne rg et es Tetsugen 
SS Tl Perea ee a Seishu 
Chunju ee ensht 
Fusan 

(Pusan) ee ee Fusan 
PLAS ete, Sec ees Oe cs Kaishu 
aM hewn eee ee Kanko 
imavtagitiian Wak cc eee eee Kainei 
AEE E ao VW Gee en cee Pe Kokai 
KANE Was eis fee, pa Kokwa 
LG elia[ be anes enone Ran ae Koshu 
Korea 

OGROSET 0 ere Manon Chosen 
Chat pe erh ese ate ee Kyosho 


KOREAN JAPANESE 
Keimipo tac. Se, oa Kenjiho 
FOUTS ATER ee ee ee Kunsan 
IOWATIST isco ae one oie Koshu 
WIRSein ee oe ene ea Basan 
Mokpo ............. Moppo 
Wak dengyes cee rere or Mukden 
(Pongchun) (Hoden) 
(Nahai Peele. tertte cee s, Ranan 
EAVier OAT bes cre acne. Heijo 
Seoul 

LAS OCR ESOT oi) ie ote ae Keijo 
Sonedo 

CRaIson eee neet nae n Kaijo 
SOM {ig sa oy eae Fae i 
Soonchun _.... 

SUW OI wear te ees: 
Syenchun 

NEW, Ai eh oe We i OA oS 

APO EUA TENE neh oy Rea: 

ON SVC mrs th rae a eee oe Toei 
NOG Figen ee tte Paar . Genshu 
Wonsan ....Gensan 
Wiju 

SOTTO ERT Rub once Ween me iad ol tia Gishu 
Neéwe Wij) eclacncsan. Shingishu 
VATE se (0h Ae ee Neihen 
orc kitties ee RASeT 


Yongjung ... . Ryusei 


The Three Kingdoms 
(Old Korean History) 
Korguryu 


Note: As the above list is for the benefit of English and Amer- 
ican readers, some names have found a place on the Korean side 


which are not really the Korean 
one commonly used by English speaking people in Korea. 


pronunciation or name but the 


Thus, 


310 MODERN EDUCATION IN KOREA 


Chemulpo, while a Korean word is no longer used by the Koreans 
who call the port “Inchun” which is the Korean equivalent of 
“Jinsen”; similarly “Korea” is not used by Koreans who call the 
country “Chosen” or “Taihan’; again Mukden is not the Korean 
name but “Pongchun” but Westerners in this case have come closer 
to the Japanese than to the Korean, In the cases of “Seoul” and 
“Songdo” both the pronunciations given on the Korean side of the 
list are commonly used by Koreans. 


APPENDIX F 


Government Statistics on Village Schools (“Sohtang’’) 1923 (1) 


Province No. of No. of Pupils Yen 
Schools Tchrs. Boys Girls Total Expen. 

Kyungkui 2,204 2,254 25,276 432 25,708 253,090 
N. Choongchung 878 899 8,127 20 8,147 71,956 
S. Choongchung 1,291 1,355 13,811 202 14,013 151,197 
N. Chulla 1,011 1,049 10,471 250 10,721 101,141 
Se enolia 1,679 1,820 29,920 596 30,516 208,196 
N. Kyengsang 1,248 1,293 15,809 399 16,208 136,365 
S. Kyengsang 1,025 1,036 12,750 246 12,996 101,836 
Whanghai 2,791 2,881 36,386 1,375 37,761 267,039 
S. Pyengyan 2,129 on 30,901 288 31,189 178,518 
N. Pyengyan 2,423 3,463 38,561 417 38,978 209,981 
Kangwon 2,275 2,325 22,979 308 23,287 171,271 
S. Hamkyung 1,627 1,634 22,929 227 23,156 118,436 
N. Hamkyung 476 517 8,032 150 8,182 75,379 
Total 21,057 21,699 275,952 4,910 280,682 2,044,405 


“Reports of Schools in Chosen” 1924—pp. 71, 72. 


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APPENDIX I dy 


APPENDIX I 


Curricula, Chosen 


Christian College 


I. LITERARY DEPARTMENT 
Third Year 


First Year 


Nikos g28 Cy Pe ee a eee a ce 1 Morals Se rere Ames Danes So 0e | 
[1 ohne, as UP lee a 2 pda [oh cae ty Pee, NE en zZ 
JaApaiesciaee ak ctaebiales 1 2, Japanese Lit Z 
(chinese wr wees tee PS 3 Ghinesema sat ae ae Z 
Introduction to Literature .... 2 Hnglish: Reading. v..260.0. 2 
PEO HS a Lee aie ee 5 English Literature hee) 
English iki, Grammar, ONGES TeiWonen? geen ee 4 
Composition w 705.6.08 5) Philosophy 3 
Oriental History +40, oo 2 OCU F Ranbir ene et ah 2 
Occ. History Be ke 9 Histor ymor wl ucation in hd 
Civily Government, S240... 4 Methods of Education ........... 3 
Naturale Sclencets t.. 505. 3} MSG eee 1 
IVE WEST CAs ete ne pe Kn hh 1 Exercise 1 
PE OPCiseyl nee Ae xi Ae SS 1 — 
ss 29 

SV 

Second Year 
Mra ee te Oe ‘ 1 
1S he ee ae ee ee 2 
UNBADRSERD tho tet te 2 Fourth Year 
Ghinesepee: ae eee me Vee Morals 1 
English Reading. ........... ba fe Bipiemee eens 2 
English Grammar eke 5 Japanese ia 
English Composition and English Reading Z 
OU ersatlOnn ten Fee 2 English Literature 3 
Orientaleetlisto rien see: 2 Occe History wee 5 
a) coe LiStOr Via veceaa, kote 3 SOCTOLOS Ver eat eine ene 3 
EO COSOON COR be mie ive 1c SS History of Philosophy 3 
SGCROLG Sytem a _— 3 TEMOROR. yee 5 ee aah Re 3 
Natural Science 2 Pedagogy : 3 
Music SRS oat OBR ERS PP er l Music EPS. i) Foc eee ante dE lee ee ape 2 
ORE CIRe Mae Bese ee FL 1 Exercise 1 
32 29 
Il. BIBLICAL DEPARTMENT 

First Year Chinese oe P. Anal 
Morals ...... iF Pree Oriental History  ...... oh Oe at 2 
IES ah ack Rn See Pena 3 OccesEistonyaes 5 
PAVAN GS Boe iet we 5: tec ek ee Civil Government 2 
bSLETRC TY EN shine ated ee OP oe IN ie 5 Biology 4 
English Literature 3 Astronomy 1 


318 MODERN EDUCATION IN KOREA 


History GLeChurchiye. ee 2 
Misic Se CSS inner he se 2 
Exercise) =u eee aes 1 

32 


Morals ed i uaa A 
Bi De geese ee 
Japanese) Lit." u. 
Baglich oe. eee 


English Lit. 
Occ. History 


Economiccm === 

sychology gases Eee 

Geolo oye eee eS 

Géopraphy = 

Sunday School 

IM Sie “eee ee eee 

BRERCiS eh ae eee ee 

32 

Third Year 

Morals aan ier 1 

Bible geese eee 3 

Enolish # 7ac- 2 ee ee 2 

Hnelish | Wit, eee ee 

III. COMMERCIAL 

First Year 

IM Oral oye et Se eae 1 

Bible gee ee ee ee 2 

JAPANESE peek ener oe eee ee 2 


English .Granminar Se 3 
English Conversation 0... 2 
Com. English fare 2 
Chinese Composition ww... 1 
ESCOnmOIMICS prone eee 3 
Com. Geography 3 

3 


(Coniinerccwee 

Com. Arithmetic ....... 3 
Bookkeeping. ............ é eee 
Civil Government . ee 
Miisic? 242.822 == 1 
Exercise scene ; 1 


Occa sHistonvane eee 4 
Philosophy accent ee 
LOPiC. (eee eee eee Pind 
History of Education ............ 3 
Methods of Education .....W..W. 3 
Christian Evidences ......0-2e: 2 
EXE CiS eco ote ee eee 1 
28 
Fourth Year 

Morals 1 
i 3 
2 
English Piteratures =o cee 3 
Occe History his Pees 
Sociology: S2...-2-- = aeee Pe: 
Philosophy- sc4ee--4-o ee 3 
Ethics. A12ee8 oe eee 3 
Pedagogy: sc7 na. sees 3 
Fundamentals of Faith. ..... ee 
Exercis@s..0-54 ee ee 1 
30 

DEPARTMENT 

Second Year 

Morals. 26 eee eee 1 
Bibleseengeecy sas. 2 
English Reading eee 
Polish Graminaneesses 3 
English Conversation 2 
Conte neish ae 4 
Comms. japanese see ite RL 
Economic Policy .......... ese Sans 
GompeinistOnys es eee 2 
Janking 4 nicgatie Eos 
[Rebbe ee ne oh ee ae ] 
Gom Arithmetic- Als YA 
Bank-Bookkeeping occccccseececeee 2 
Civile lsawees SSL aucanesee 4 


Com. Law 
Typewriting 
Exercises. eee 


APPENDIX I 319 


Third Year 


IVE O12) Sete ees Serer ie eae 1 
Bible ike toe Mon ee Z 
ES hee 6 
Com. English 4 
lain valor See | 2 
Statistics: ee. 1 
Commodity 2 
Moneyie =) 1 
Insurance 2 
Communication 2, 


IV. SCIENCE DEPARTMENT 


First Year 


Morals ' 1 
Biblesaeses 2 
Japanese 2 
Bruelish Reading wat 2.5,” % 
Poesia Grammar Wo... 3 
Science English 3 
MT cig: ah eer Seen SNe. 3 
MEDIC ante eee 5 3 
Physica NoeCtures 224 oo 3 
Physics Laboratory ....... Rte 3 
Chemistry Lectures ......... 3 
Chemistry Laboratory ...... Z 
BOWEL CISGg per meee. Week koe ee 1 

31 


Morals 
Bible ee nares pee ota 6... 
Pre OUOMALIY aes es 
Anal. Geometry .... 
Peivecicsel lectures se. 
Pivsies. Laboratory s..- 
Anal. Chem. Lectures ........ 
Anal. Chem. Laboratory. ....... 
Geology and Mining 
BUIve vio et yee ee. 
Mechanical Drawing 
Social Economics 
Exercise 


Customs and Warehouse .... 1 
chan commer soe een. 1 
PLeECOUNTINOY no. 2 
Com. Practice 2 
Conte Maw en coos ue 3 
Dypewerrting ys Re late 0 oe 1 
Abacus 1 
Exercise 1 
30 
Third Year 

Morals 1 
BD Cae Y 
Calculus 5 

MEChanirca mye ctiwerers ie eset 
Physics Lectures ..... 3 
Physics Laboratory 2, 
Physical Chemicthys2. 4-00. 2 
Physical Chem. Laboratory 2 
Electrical Engineering _ ...... 5 
Biola sy dies sie le 3 
Werke hops sense we 2 
| She do) alah IV opine ae hak em DA Sy Ob 1 
31 

Fourth Year 

M ofals ete ee ee 1 
Dien cae tnt 1S tecaty eens ed 2 
Differencial Equations 3 
PA StrOnOTIN ge Meth eo 4 
Dynamics, Lectures  ............. 4 
Dynamics, Laboratory ............. i 
Pleetro-Chemistrw 22.2.2... Z 

Electro-Chemistry, Labora- 
LOR Vege te te ee oe Oe ] 
Electricity and Magnetism 3 
Electricity in Laboratory. ..... 2 
A Wekg cust te] 0G. eaaee ae ee me rity 2 
Methods of Education ......... 3 
Exerdise cats eee ECR AE Cie AS ay ] 


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324 MODERN EDUCATION IN KOREA 


APPENDIX K. 


CHRONOLOGY 


The following list of events in Korean history is by no means a com- 
plete chronology but is intended to place before the reader some of the 
main educational landmarks, interspersed with a few political dates to 
help in placing them in their proper sequence. Many more might legiti- 
mately be included and some important dates have been omitted for lack 
of exact information. For dates before 1903 the reader is referred to 
Dr. H. N. Allen’s excellent “Chronological Index.” The writer is not 
aware of the existence of anything like a chronology covering the period 
since that date. 


2333 BC: Tangun’s dynasty founded. 


1122 Bes Kija arrives from China and founds a dynasty with its 
capital at Pyengyang. 


57 B.C 

to (approx.) Period of the Three Kingdoms. 

935 A.D 

369 A.D Buddhism introduced into Koguryu. 

384 A.D Buddhism introduced into Pakje. 

424 A.D Buddhism introduced into Silla. 

918 A.D. Koryu dynasty founded with capital at Songdo. 

1337 Movable metal type first used in printing in Korea. 

1392 Yi dynasty founded with capital at Seoul. 

1446 Invention of Korean phonetic script. 

1592 Hideyoshi’s invasion of Korea. His army was accom- 
panied by a Catholic priest who is said to have made a 
number of converts among the prisoners taken to Japan. 
It was during this invasion that the Korean Admiral Yi 
built the ironclad “Tortoise-boat” which defeated the fleet 
bringing reinforcements to the invaders and so hastened 
their forced retirement from Korea. 

1627 Manchu Invasion of Korea. 

1783 Korean converted ,to Christianity by the Jesuits in Pekin. 

1832 Gutzlaff, a protestant Prussian missionary spent a month 
on an island on the southern coast of Korea preaching 
and distributing books. 

1936 Pere Maubant, a Catholic priest entered the country. 

1866 Rev. Thomas of the London missionary society, killed 
with the crew of the “General Sherman” in the river 
off Pyengyang. 

1876 Treaty signed with Japan. 

1877 Elementary school for Japanese children opened by Jap- 
anese settlers at Fusan. 

1877 Messrs. Ross and MaclIntyre, Scotch Presbyterian mission- 
aries at Mukden translate a portion of the Gospels into 
Korea. 

1880-81 French-Korean grammar and dictionary published by 
priests. 


1882 School for Japanese children opened at Wonsan, 


Sept. 


April 5 
May 


Jan. 
Jan. 


July 


APPENDIX K 


Os 
ww 
Cet 


Treaty signed with the United States and embassy sent 
to America. 


First modern school for Koreans, an English language 
school opened by Von Mollendorf and Halifax. 

Korean Government asks the United States to recom- 
mend three teachers for a Royal School. 

Dr. and Mrs. H. N. Allen of the Presbyterian mission 
arrive in Seoul. 


School for Japanese children opened in Chemulpo. 
Rev. H. G. Underwood, first protestant minister of the 
Gospel arrives in Korea. 

Rey. H. G. Appenzeller, Dr. and Mrs. Scranton and Mrs. 
M. F. Scranton arrive to open the work of the M. E. 
Mission. 


Ewha School for Girls founded by Mrs. M. F. Scranton. 
Paichai School for Boys founded by Rev. Appenzeller. 
Presbyterian boys school and orphan asylum founded 
by Rev. H. G. Underwood. 


Government Medical School founded by Messrs. Allen, 
Heron and Underwood. 


Messrs. Bunker, Hulbert and Gilmore arrive to open 
Royal School. 


Marks Gospel translated into Korean by Messrs. Under- 
wood and Appenzeller. 


First journey through the interior, made by Rev. H. G. 
Underwood. 


Presbyterian Girls School opened by Mrs. Bunker. 
Australian Presbyterian mission opened by Mr. and Miss 
Davies. 

First industrial training, begun at Paichai school by Mr. 
Ohlinger. 

Korean Religious Tract Society organized. 

First journey through the interior by a white woman, 
made by Mrs. H. G. Underwood. 

School for Japanese children organized by Japanese 
settlers in Seoul. 

Medical education for women begun by Dr. Rosetta S. 
Hall. , 

English Church Mission opened by Bishop Corfe. 
Australian Presbyterian Mission reopened. 

Roman Catholic Theological Seminary at Yongsan opened. 
Southern Presbyterian Mission opened by Mr. and Mrs. 
Junkin, Mr. and Mrs. Reynolds, the Misses Tate and 
Davies, and Messrs. Tate and Johnson. 

Rev. McKenzie, first Canadian Presbyterian missionary 
arrives as an independent worker. 

Southern Methodist Mission opened by Rey. C. F. Reed. 
China-Japan War. 

First Ordinance looking toward a general system of edu- 
cation promulgated by the Korean Government. 
Government Law School organized. 


326 


1895 


1895 
1896 
1896 
1896 
1897 
1897 
1898 
1898 
1898 
1898 
1899 
1900 
1900 


1900 


1901 
1901 


1902 
1902 
1902 
1903 
1903 
1904 
1904 
1905 
1906 
1906 
1906 


1906 
1907 


1907 


1907 
1908 


1908 


June 


Sept. 


Aug. 


June 


MODERN EDUCATION IN KOREA 


Publication of the King’s Oath in native script as well 
as in Chinese characters. 


Korean Queen assassinated by Japanese with connivance 
of the ex-regent. 


Old system of classical examination abolished. 
Government Middle School organized. 

First newspaper, published by Dr. Phillip Jaisohn. 
Government Medical School reorganized. 

First Christian newspaper “Christian News,” published 
by Rev. H. G. Underwood. 


Carolina Institute for Girls opened by Mrs. J. P. Camp- 
bell of the Southern Methodist Mission in Seoul. 

School for the Blind begun in Pyengyang by Dr. R. S. 
Hall. 

Canadian Presbyterian Mission formally opened by Dr. 
and Mrs. Grierson, Mr. and Mrs. Foote and Mr. McRae. 
Industrial work begun in Pyengyang. 

Secondary School work begun in Pyengyang. 

Government Secondary School Building completed. 

Dr. Esther Kim Pak, returns to Korea as first Korean 
woman physician. 

Schools opened in Chunju and Mokpo by Southern Pres- 
byterian mission. 

Y. M. C. A. opened in Seoul by Mr. Gillett. 
Presbyterian secondary school in Seoul, closed in 1897, 
reopened, Dr. J. S. Gale, principal. 

Presbyterian Theological Seminary in Pyengyang opened. 
First graduation from Government Medical College. 
Cornerstone of Severance Union Hospital laid. 

First official action looking toward medical training taken 
by Northern Presbyterian mission. 

Schools opened in Kunsan and Kwangju by Southern 
Presbyterian mission. 

Russo-Japan War. 

Holston Institute founded at Songdo. 

Protectorate over Korea declared by Japan. 

Government Agricultural and Dendrological School opened 
at Suwon. 

Schools opened at Taiku and Syenchun by Northern 
Presbyterian Mission. 

Y. M. C. A. Industrial Training school opened by Mr. 
Geo. Gregg. 

Organized nurses training begun at Severance Hospital. 
First class graduated from Presbyterian Theological 
Seminary at Pyengyang. 

Mr. Robt. McMurtrie arrives to organize the Anna Davis 
Memorial Shops for Industrial Training in Pyengyang. 
Government Industrial Training School opened in Seoul. 
Industrial Training begun at John D. Wells School in 
Seoul. 

First Class graduated from Severance Union Medical 
College. 


1908 
1908 


1908 
1909 
1909 
1909 
1910 
1910 
1910 
19Il 
1912 
1913 
1913 
1914 


1914 
1914 


1914 
1915 
1915 


1915 
1916 


1916 
1917 


1918 


1918 
1919 


1919 
1919 


June 


June 


Oct 


Mar. 1 


April 


—~ 
oo 
3 


APPENDIX K 


Salvation Army opens work in Korea. 

Classes for the Deaf begun in Pyengyang in connection 
with the School for the Blind. 

First Graduates from Union Christian College, Pyengyang. 
German Benedictine Monks arrive to open educational 
work in Seoul. 

Regulations for Industrial Schools issued by Government. 
Collegiate work for men begun in Seoul by missions. 
Union Methodist Theological Seminary opened in Seoul. 
College work for women begun at Ewha School, Seoul. 
Korea Annexed by Japan. 

Chosen Educational Ordinance promulgated. 

School opened in Soonchun by Southern Presbyterians. 
Industrial Building erected for John D. Wells School in 
Seoul. 

College question decided in favor of Seoul by Joint Com- 
mittee in New York. 

English Church Clergy Training College opened by Rey. 
Cecil Hodges. 

First Class graduated from Ewha College for Women, 


College question reconsidered and again decided in favor 
of Seoul, by Joint Committee in New York. 


Methodist missions withdraw from Pyengyang college. 


Formal Organization and opening of Chosen Christian 
College in Seoul, Dr. H. G. Underwood, President. 
Revision of Regulations for Private Schools by Govern- 
ment General, with the effect of barring the teaching of 
religion in such schools. 

Textile Dept. Songdo Higher Common School opened. 
Paichai School of Methodist mission conforms to new 
regulations and becomes a recognized Higher Common 
School. The first of the mission schools to take this course. 
Death of Dr. H. G. Underwood, first President of the 
Chosen Christian College and election of Dr. O. R. Avi- 
son to succeed him. 

Charters granted to Chosen Christian College and _ to 
Severance Union Medical College as “Senmon Gakko,” 
colleges under the revised regulations. 

Beggar Boys Industrial Home founded in Seoul by the 
Salvation Army. 

First Building completed and college work moved from 
temporary quarters in Y. M. C. A. in Seoul to the new 
site of the Chosen Christian College. 

Independence Movement breaks out simultaneously all 
over Korea in form of unarmed demonstrations for inde- 
pendence. 

First class graduated from the Chosen Christian College. 
Federal Council Language School organized by Messrs. 
Koons, Cable and H. H. Underwood and first classes 
held. 


328 MODERN EDUCATION IN KOREA 


1919 Nov. Admiral Baron Saito appointed Governor General, of 
Korea. 
1919 Preliminary Revision of the Regulations for High Schools 


and Girls’ High Schools. The first of the educational 
reforms inaugurated by Baron Saito. 

1920 Korean girls sent to China to study lace-making and the 
industry begun in the Kwangju girls’ school by Mrs. M. 
L. Swineheart. 


1921 Remarkable awakening among all classes of Korean 
people and greatly augmented desire for modern educa- 
tion. 

1922 New Educational Ordinance promulgated by which system 
in Korea is made equal in grade to that in Japan. 

1922 Korean Y. W. C. A. organized by a group of young 
Korean Women. 

1923 Charters as “Senmon Gakko” college under the new 


Ordinance granted to Chosen Christian College and 
Severance Union Medical College. 


1923 Government ruling that religion may be taught in recog- 
nized schools of college grade. 
1923 Government ruling that private schools may on inspection 


be “designated” as equal to recognized schools and ac- 
corded the privileges of such schools even tho teaching 


religion. 

1923 Frey Hall of Ewha Women’s College dedicated. 

1923 Daily Vacation Bible School Movement organized in 
Korea by Dr. Robt. Boville. 

1923 Presbyterian Secondary School in Seoul, John D. Wells 
School, first to receive designation. 

1923 Work of Severance Medical College further recognized 


by exemption of Severance graduates from further ex- 
amination for license. 


1924 Graduates of Severance Union Nurses Training School 
exempted from further examination for license. 

1924 University Preparatory School organized by Government 
General and first class admitted. 

1924 Appointment of a Korean as head of the Educational 
Bureau. 

1924 Sept. Adequate site purchased for Ewha Women’s College. 

1924 Nov. Completion of first group of permanent buildings for 
Chosen Christian College. 

1925 Charter as “college” granted Literary Department, Union 
Christian College, Pyengyang. 

1925 Charter as “college” granted Literary and Music Depart- 


ments Ewha College for Women. 


INDEX one 


INDEX 


A 


Abacus, use in schools, 115, 244 

Administration, Govt. Educ., 223, 240 

Adventist Mission, 93 

Agriculture, college of, 139, 253, 2693 
pop. in., 2, 4, 94; schools of, see 
Industrial 

ZN, IDI IRL, Slay Oy 2h TR mIEY PP 

Alphabet, phonetic, 6, 9, 23ff, 36, 276, 
277, 282 

Anglo-Korean School, 70 

Annexation, 8, 162, 189, 191, 240, 283 

Appenzeller, Miss A. R., 143 

Appenzeller, Rev. H. D., 46, 47, 159 

Appenzeller, Rev. H. G., 9, 18, 24, 26, 
46, 102, 138 

Approved schools, see Designated 

Area, 2 

Art, 278 

Assassination of queen, 6, 14, 15 

Assimilation, 1, 192, 206, 207, 283 

Associations: athletic, 188; foreign 
school, 156; Japanese school, 227, 
228, 235, 240, 263; Women's Educ., 
186; Young Men’s, 187; Y. M. C., 
MOt-G2) 118,05 50,2152 50% Wo Gy 187 

Astronomy, ancient, 276 

Asylum: Catholic, 88; English church, 
go; Govt. charity, 273; Korean 
private, 288; Presbyterian, 20, 21 

Athletics: clubs, 188; public — sch. 
apparatus for, 242; Y. M. C. A., 92, 
52 

Australian—see Presbyterian 

Avison, Dr. O. R., 14, 52, 123, 141, 
160; founder Med. Coll., 120; Pres. 
(CLOAK C eS SIG 


B 


Baird, Dr. Wm., 52, 56, 112, 114 
Baird, Mrs. Wm., 56, 130 

Becker, Dr. A. L., 141 

Beggar Boys’ Home, 93, 152 
Benedictine mission, 88, 119 

Bible: Classes, 28ff; attendance, 32; 


voluntary, 136, 138, 203; Y. M. C. 
A., at, 93, 150; In Schools, question 


Oe, MARNE, see Tee (Ch (0 (0, aye 
tude on, 136, 138, 204 
Bible, in schools, question of, Fed. 


Council on, 202; M. E. attitude on, 
203; Presby. attitude on, 128, 203; 
Regulations on, 134; 162, 195ff; 

Bible, Institutes, 34; Schools, 34, 35; 
Translation, 9, 24, 25; Vacation— 
Schools, 37 

Blind, Govt. School for, 273; Mission 
SCH mLOR NERS 4 

Boville, Dr. Robt., 37 

Boy Scouts, 152, 156 

Buddhism, 6 

Bunker, Mr. D. A., 12 

Bunker Vics Are? Ter 64! 

Byrne, Rev., 88 


Cc 


Campbell, Mrs. J. P., 72 

Canadian—see Presbyterian 

Carolina Institute, 72 

Catholic, Roman, American Mission, 
88; appropriations for work, 148; 
education by, 87ff; first mission- 
aries, 8, 87; German mission, 88, 
119, 146; orphan asylums, 88, 89; 
statistics, 89; Theo. Seminaries, 
146 ff 

China-Japan War, 47, 161, 225 

Chinese education, 6, 10; suzerainty, 6 

Chosen Christian College, 131ff; Bible 

dept., 35, 135, 136, 138; buildings, 136, 
138; charter, 134, 135, 138; Chosen 


Commission decision, 140; control, 
140; curricula, App. I; death of 
Pres., 135; faculty, 141; finances, 
140; Govt. policy on relig. in, 133, 
138, 139; graduates, 141; Joint 
Comm. decisions, 133; location ques- 
tion, 131, 133; Opening, 134; per 


pupil cost in, 1413; religion in, 134, 
136, 138, 199, 204; site, 135; volun- 
tary Bible classes in, 136, 138 


330 MODERN EDUCATION IN KOREA 


“Christian News, The”, 25 

Classification of schools, Govt., 40, 42, 
(Fig. 4), 166, 172, 219, 267 

Climate, 4 

Coen, Rev. R. C., 100, 218; question- 
naire, App. G. 

College, Chosen Christian, 131ff; early 
hopes for, 21; Ewha, for women, 
141; Govt., 235, 239, 267ff; Japanese 
system, place in, 42 (Fig. 4), 267; 
Pyengyang Union, 126ff; ruling re 
religion in, 139; Severance Medical, 
120 

Commercial, college, 269, 270; schools, 
see Industrial 

Common Schools: athletic apparatus, 
242; buildings, 242; cost per pupil, 
96, 249; description, 40, 42, (Fig. 4), 
239; emphasis on, 189, 190, 192ff; 
expenditure, annual, for, 231, 233; 
percent for J. and K., 231ff; number 
needed, est., 274; private, 182—-see 
also mission data; per pupil cost in, 
185; public, per pupil cost in, 249 
pupils per sch. in, 249; pupils per 
teacher in, 249; ratio per 100,000 
POPs eee? S230 48 os era LlOm Ome d 
Schs., 267, 268; teachers per sch., 
249; use of term, 40, 223 


Confucian’ School, Central, 311, 272; 
District, 240, 273 

Contributions, Korean to Christian 
Educ., 167ff 


Corfe, Bishop, 9, 89 

Costs of schooling, C.C.C. per pupil 
in, 141; Common, per pupil in govt., 
249; per pupil in private, ' 185; 
Govt. and mission, per pupil in, 96, 
97; mission, per pupil in 20 schs., 
100; primary, per pupil, 249; U.C.C., 
per pupil in, 130 

Criticisms of Miss’n. educ., 106ff 

Crops, 2; single crop evil, 94 

Cumming, Rev. D. J., 65, 66, 68 

Curriculays) Bible® “classes; 929, 9305 
Chosen Christian College, App. L.; 
common schools, 243; elementary, 
g8ff; equalized for K. and J., 214; 
fixed character of, 97, 196, 237; 
Govt. Industrial schools, 254, 256; 
Higher Com. Boys and Girls, 265; 
Japanese lang. in, 97, 191, 196, 213, 
239; mission, industrial, 114ff; Pai 


Chai in 1897, 46; S. A. Training 
sch., 93; sohtang, 98, 174; Vacation 
Bible Schs., 38; Wells, John D. Sch., 
54, 266 


D 


“Dangerous thoughts,” 163, 194, 236 

Davies, Rev., 9, 77 

Davis, Anna, Indst. Dept., 112ff 

Davis, Mr. Samuel, 114 

Deaf, Govt. school for, 273; Mission 
school for, 153 

Weal Vite Gantt sge x7 

Designated schools,, 56, 58, 60, 217; 
definition of, 218, 219; C.P. plan for, 
82; Saito, Gov. ruling on, 56, 217; 
Seoul Women’s Academy (N.P.), 
58, 219; S.P. plan for, 66; Wells, 
Jie ID GGy eat 

Division of Territory, 39, 70, 81, 89 

Dolph, Mr. F. A., 95 


E. 


Economic conditions, 94ff 

Educational Bureau, 193, 215; Korean 
head of, 211, 220; Dept. abolished, 
193, 223; Investigation comm., 215; 
ordinance of 1895, 14, 215; of 
1g11, 1g1ff—see App. B.;_ dis- 
satisfaction with, 192; of 1922, 214ff 
—see also App. A.; Ed. Bds., provi- 
sion for, 242; industrial educ., pro- 
vision for, 257, 259; Midzuno state- 
ment on, 215; normal training un- 
der, 216, 263, 272; Univ. plans for, 
under, 42, 216, 221, 269; Regulations, 
revision of, 1915, 195ff; revision of, 
1919, 211 

Elementary Educ., Government, 225ff; 
expenditure in, 231; industrial, 253, 
256, 259; Japanese, for, 225; 
Koreans, 236ff 

Elementary Education: Mission, 39ff; 
Australian Presby., 77; Canadian 
Presby., 81; General conditions of, 
94ff; neglect of, 106, 108; Northern 
Meth., 43; Northern Presby., 50; 
salaries, teachers, 97; self-support 
in, 106, 108, 169; Southern Meth., 
70; Southern Presby., 64; summary 
of, 102; Native supported, 166ff 

Ellers, Miss—see Bunker 


INDEX 


English Church mission, 89ff; Clergy 
Training Sch., 91; education by, 
89ff; hostels, 91; industrial éduc., 
go, 111; med. educ., co-operation in, 
121; opening of work, 9, 89; or- 
phanage, 90 

Etrangeres, Societe des Missions—see 
Catholic 

Evang. Centers, Women’s, 149, 160 

Ewha Haktang, 17, 18, 43ff, 141ff, 154; 


college for women, 141; budget, 
143; charter, 143; kindergarten nor- 
mal, 44; 
Expenditure—see costs 
F 


Factories, 4 

Federal Council, language school, 157; 
resolutions on relig. in schs., 202 

Fenellosa, on Korean art, 278 

Fisher, Prof. J. E:, 73, 170, App. H. 

Fisheries, 4; schools of, 257, 259 

Foreign education: American schools, 
155; language schools, 157 

Freedom of relig. teaching, 190, 201, 
Boz meets 

Free schools, lack of, 96 

Frey, Miss Lulu, 43ff, 143 

Funds—budget 20 mission — schools, 
100; foreign schools, for, 156; na- 
tive, proportion of, 167; Northern 
Meth., 48; Northern Presby., 60; 
Southern Meth., 72, 74, App. H.; 
Southern Presby., 66, 68 


G 


(Galles IDE, |b Sky BB Ge 

Gillett, Mr. P. L., 9, 92 

Gilmore, Rev. G. W., 11, 12, 13, 20 

Govt. Education: administration, 223, 
240; attitude to private, 163, 205ff, 
214, 284; attitude to Relig. teaching, 
190, 193, 195ff, 213, 214, 218; Ko- 
matsu on, 199, 201, 205; common 
schools, 231, 239ff; higher schools, 
2671; Independence Mvymt., relation 
to, 209ff; industrial schools, 253; 
Japanese, for, 225; object of, 1, 191, 
206, 207, 283; policy in, r89ff, 236ff; 
revision of regulations, in 1915, 195; 
in 1919, 211; schools, meaning of 
terms, 4off, 96, 172, 219; secondary 
schools, 261 


i 


Spoil 


Grace, years of, 133, 138, 197, 198, 202, 
AGL. Digr, 22 

Grant, Imperial for Educ., 240 

Gregg, Mr. Geo., 92, 118 

Grierson, Rey. Robt., 9 

“Grievances of Korean People,” 207 

Gutzlaff, 8 


H 

ea liecasxeme) Veet 

Eva Vibe) VET See port 39154. 

Hasegawa, Gen., 208, 210 

Hayden, Miss, 21 

Helm, Mary, School, 73, 115 

Hideyoshi invasion, 245, 278, App. K. 

Higher Common Schools, curricula of, 
265; definition of, 40; designated, 
217; government, 261; statistics of, 
262, 263; private, 183f; ratio to 
common sch. enrollment, 267; re- 
vised reg. for, 211 

Higher education, college (q.v.), gov- 
ernment, 267ff; mission, 120ff; pri- 
vate, 183f; university, 216, 221, 
269, 270 

History, missionary, 8ff; political, 4ff 

Holston Institute, 72; industrial dept., 
Tetas 

Horton, Dr. L. S.—see Underwood, 
Misael G: 

Hostels, Catholic, 89; English Church, 
g1; Japanese, 233; Need of, 292 

Howard, Dr. Meta, 154 

Hulbert, Rev. H. B., 12, 15, 23, 261 

Hulbert, Mrs. H. B., 156 

Hyun, Gen. In Taik, 92 


I 


Independence Moymt., The 8, 138, 163, 
207, 209ff, 221, 254, 283; character 
of, 8, 209; results of, 211 

“Independent, The”, 25 

Indirect Education, 23ff 

Industrial Training, 111ff; Benedic- 
tine, 119; curricula in govt. schs., 
254.256 sy Daviss Anna. Dept, 112); 
difficulties of, 109, 112; emphasis on, 
by govt. 189; English church, 90, 
111; first attempts at, 111; five-yr. 
course in govt. schs., 257, 259; 
Helm, Mary, School, 115; Kwangju, 


aoe MODERN EDUCATION IN KOREA 


lace-making at, 116; meaning of 
term, III, 253; mission, 111ff; neg- 
lect of, 106, 109, 162; needs in, 292; 
Salvation Army, 93, 152; schools, 
govt., 253ff; regulations for, 189, 
253; statistics of, 256ff; Textile 
dept., Songdo, 117; three-yr. course, 
govt., 259; Wells, J. D., Indst. Dept., 
LIi4 eYeeVis Ce Ac srLs 

Industries, 2, 4 

Industry of Koreans, 279, 281 

Iron-clad built by Koreans, 278 

Itineration, 26 


J 


Japanese, assassination of queen by, 
6, 14, I5; associations, school, 227, 
235, 240, 263; education, description 
of system, 4off, 236, 267; diagram 
of, 41 (Fig. 4); fixed character of, 
97, 196, 213, 2374; language in 
schools, 97, 191, 196, 213, 239; 
schools for, 225ff; statistics of, 231— 
see also statistics for Koreans 

Joint-Committee—decisions in college 
question, 133 


K 


Kangwha, altar on, 2 

Kija, dynasty, 4, 6, 10 

Kindergarten, normal course at Ewha, 
443 private, 185; Southern Meth., 72 

King of Korea, attitude toward educ., 
12,013 AOS 

Koguryu, kingdom of, 4, 6 

Komatsu, Hon. M., correspondence on 
educ. policy of govt., 199, 201, 205 

Koons, Rev. E. W., 54, 159, 218 

Korea, gen. information on, 2ff; stra- 
tegic position of, 289, 290 

“Korea Mission Field,’ 110 


Korean, embassy to U. S., - 12; 
govt. educ., 10ff ; appropria- 
HONSH Onset 5) eee CUrTICUla ammo 


Educ. dept. abolished, 193; High 
sch. for girls, 261; Industrl. Schs. 
Regulations for, 189, 253; Law col- 
lege, 269; Medical college, 22, 269; 
Middle Sch., 15, 261; modern educ., 
introduction of, 11; normal, 15, 189; 
old system, 10; ordinance for Pub. 
primary schs., 14; Royal school, 12, 


13, 14; Technology, school of, 270; 
Private Education, 166ff; contribu- 
tions to Christian Educ., 167; com- 
mon schs., 182; govt. reports on, 
172ff; higher, 183; secondary, 183; 
summary of, 185; “various schools,” 
172; village schools, 174 

Korean Religious Tract Society, 24 

Koreans, character of, 276ff 

Koryu dynasty, 4 

Kulpang—see “Sohtang” 


Lc 


Lace-making, 116 

Lambuth Institute, 73 

Land Classification, 242 

Language, Japanese, in schools, 97, 
191, 196, 213, 239; Korean, charac- 
ter of, 282, 290; School, 157 

Law College, 269 

Lee, Mr. Chin Ho, 220 

Lee, Mrs. Grace, 154 

Libraries, need of, 109 

Literature, Korean, 278 


M 
Married women, work for, 116, 149 
McIntyre & Ross, Messrs., 9, 23 
Medical Education, Beginnings, 22, 
120; Govt., 22, 269; mission, 120; 
opposition to, 121; Women, for, 154 
Methodist Episcopal Church, Attitude 
on Bible in Schs., 50, 128, 203; Boys’ 
secondary schs., 45ff; elementary 
and sec. schs., 43ff; Ewha, 17, 18, 
43, 141; Funds for Elem. and Sec. 
schs. 45, 48, 169, 170; Industrial 
Training at Paichai, 111; Kongju 
schs., 45, 47; medical educ. union 
in, 121; opening of work, 9, 17, 18, 
43; Pai Chai School, 17, 45ff; Pyen- 
gyang schs., 45, 47, 48; recognized 
schs., 48, 50; statistics, elem. and 
sec. schs., 50, 52; theo. seminary, 
146; Union Women’s Bible Sch., 35; 
W.F.MLS., 9, 35, 44, 45, 126, 144, 
154; Yengbyen schs., 45, 47, 48 
Methodist Episcopal, South, Carolina 
Institute, 72; Elem. and Sec. Schs, 
7off; Evang. Centres for Women, 
149; Funds for Educ., 72, 74—see 
also App. H.; Helm sch., 73, 115; 


INDEX 330 


Holston Institute, 72; industrial 
training, 115, 117; Lambuth Inst., 
73; medical work, union in, 121; 
opening of work, 9, 70; question- 
naire on work of, 72—see also’ App. 
H.; Songdo High Com. Sch., 72; 
statistics of, 74, 77—see also App. 
H.; Textile Dept. Songdo, 117; 
Theo. Seminary, 146 

Middle School, Korean Govt., 15, 261; 
Japanese in Korea, for, 233, 235, 
262; Japanese Educ., place in, 40, 41, 
(Fig. 4); meaning of term, 40, 200, 
Pads Me INU, KOS Tate Cy 

Midzuno, Dr., 210; statement on 1922 
ordinance, 215 

Militarism in education, 162, 194, 297, 
208, 236 

Min, Prince Yong Ik, 12 

Mineral resources, 2 


Missionaries, indirect education, in- 
fluence in, 23ff; percents in diff. 
branches of work, 165—see also 


App. J; professional spirit of, 109; 
total all mission fields, 287 
Missionary Education, 17ff; budget 20 
schs., 100; conditions of, 94ff; cri- 
ticisms, of, 106ff; elem. and _ sec. 
educ., 39ff; funds, 169—vsee also 
each mission; higher, 12o0ff; indi- 
rect educ., 23ff; industrial, 111ff; 
medical, 22, 120ff; objectives in, 
159, 285, 290; opportunity for, 285, 
290, 294; review of, ro2ff, 159ff 
Missions, budgets for world, 287; 
early emphasis on educ., 22; history, 


Mixed Script, 24 

Moffet, Rev. S. A., 130, 145 
Morris, Mr. J. H., 156 
Movable type invented, 276 
Mutel, Bishop, 88 


N 
Native Contributions to Educ., 167ff 
Newspapers, first, 25; Adventist, 94 
Night-schools, Women, for, 149, 187; 
Me, IMG TEs Pale CH 
Nomenclature of schools, 40, 42, 172, 
200, 219, 223, 239, 253 
Normal class, early, 52; education, 
provision for in 1922 Ordn., 216, 


235, 263, 272; Korean govt. school, 
15; modern govt., 189, 235, 263, 272; 
Gosumotm22 50274 methalnin ow Ine Scc. 
schs., 235, 264 

Nurses training school, 126 


O 

Observatory, ancient, 276, 277 

Ordinances, Educational, of 1895, 
first for pub. primary schs., 14, 
DES Oe nia, nope WEG (ee niel| 
resolutions on, 202; revision of, 
iy, “GIRS Tiede oh, Kae Noor 
Bee tame. 2 2A > a7 Qn C2 O77 
OG, WS, Bivywe el, Vx. fart 
vision for provincial, 242; industrial 
educ., provision for, 257, 259; nor- 
mal training under, 216, 263, 272; 
text of, see App. A.; university, 
planssLormA2 216" 9227,6 209 

Orphanages :—Australian, 77; English 
church, 90; Govt., 273; Native, 288; 
Presbyterian, 20, 21; Roman Catho- 
lic, 88, 89; Salvation Army, 93, 152 


1B 

Pai Chai School, founded, 18, 15; 
Higher Common, 46, 203; industrial 
dept., 111; mission funds for, 48; 
unrecognized dept., 46, 47 

Pak, Dr. Esther Kim, 154 

Pakje, kingdom of, 4, 6 

Paternalism in educ., 98, 194, 236 

Perry, Miss, 153, 156 

Phonetic writing, 6, 9, 23ff, 36, 276, 
282 

Physical education, 152, 188, 242 

Pierson Memorial Bible School, 35 

Police, attitude toward schools, 98, 
163, 194, 211 

Population, 2ff, 94; agriculture, per- 
cent in 3, 4, (Fig. 2), 94; cities, 3 
(Fig. 1), 228; concentration of, 233; 
Japanese in Korea, 225; occupa- 
tions, by, 3, 4, (Fig. 2),.94; ratio 
of elem. schs. to, 231 

Pottery, Korean, 222, 278 

Practical H. Schs. for girls, 235 

Prentiss, Mrs. F. F., 123 

Presbyterian missions, Australian, 
77ff; elem. and sec. educ., 77f; 
medical educ, union in, 123; open- 


384 


ing of work, 9, 77; statistics, 78ff; 
Canadian—81ff; elem. -and_ sec. 
educ., 81ff; medical educ. union in, 
123; opening of work, 9, 81; sal- 
aries in schs. of, 97; statistics, 86; 
Northern (Church in U. S. A.)— 
attitude on religion in schs., 56, 134, 
200, 203, 205; closing of Seoul boys’ 
sch., 22, 50, 54; closing of Syenchun 
girls’ sch., 203; elem and sec. schs., 
50; first schs., 18, 20, 21, 50; girls’ 
sec. schs., 58; industrial training, 
112, 1143; medical educ., 22, 120, 1543 
mission funds in sec. schs., 60, 1703 
opening of work, 9, 18, 20, 21, 50; 
orphanage, 20; Pyengyang aca- 
demy, 56; self-supporting schs., 60, 


169; Shibata, negotiations with, 
217; statistics, 62; Syenchun boys’ 
Schay sor) Ll arkur schsiy © 5oiceeel beo- 


Seminary, 145; Wells School, J. D., 
50, 54, 56, 60, 134, 199, 218; 
Women’s Higher Bible Sch., 34; 
Southern (Church in U. S.)—classi- 
fication of schs., 66; elem. and sec. 
schs., 64; funds for mission schs., 
66, 68, 170; grades of work in schs., 
64; opening of schs., 64; opening 
of work, 9, 64; Soonchun, closing of 
sch., 203; statistics, 65, 68, 70 

Primary schools—common schs. made 
equal to, 214ff; early established, 
225; enrollment in, 248, 249; ex- 
penditures for, 231; general data on, 
225ff; Korean govt., 14, 15; ordin- 
ance of 1895 for, 14; per pupil ex- 
penditure, 249; pupils per teacher, 
249; ratio to Jap. pop., 231; sta- 
tistics, 231, 248) 249; teachers per 
sch., 249; use of term, 42, 216, 223; 
vocational training in, 235 

Private schools—common, 182; de- 
crease in, 183; govt. policy toward, 
98, 99, 163, 195, 205ff, 212, 214, 221; 
Korean, 166ff; mission—see each 
mission; ruling by Saito re, 217; 
sohtang, 174ff; various, 172ff 

Propagation of Gospel, Soc. for—See 
English Church 

Protectorate, 8, 161, 189 

Public Schools—administration, 223, 
240; buildings, 242; curricula, 243, 


MODERN EDUCATION IN KOREA 


254, 265; first ordinance for, 14; 
meaning of term, 96, 223, 239; 
revenue, sources of, 240; tuition in, 
96, 240 

Publishing House, M.E., 111 

Pyengyang—academies, 45, 47, 48, 
50, 56, 58, 60; blind school, 153; 
foreign school, 155; govt. higher 
com. sch., 261, 263; industrial train- 
ing, 112; theo. seminary, 145; 
Union Christian College, 126ff; 
Women’s Higher Bible School, 34 


Q 
Queen of Korea—interest in education, 
143 murder of, 6,.145015 
Questionnaire, Coen, 100, App. G.; 
Fisher, 73, 170, App. H. 


R 


Railways, 4, 282 

Recognition of schools—attitude of 
missions, 50, 56, 66, 72, 128, 134, 
136, 138, 195, 198, 202ff; Canadian 
schs., 82; Carolina Institute, 72; 
Chosen Christian College, 135, 139, 
204; Ewha Higher Common, 50; 
Ewha Women’s College, 143; M.E. 
Schools, 50; meaning of, 42, 200, 
217, 219; Nurses’ Training sch., 126; 
Paichai, 46, 50, 203; Severance 
Medical College, 123, 204; Songdo 
Higher Common Sch., 72; Southern 
Presby. Schs., 66; Union Christian 
College, 128; Wells School, J. D., 
56, 218 

Reid, DroCr fF.) <9, 70 

Religion in schs., 45, 56, 128, 134, 136, 
138, 190, 195, 198, 200, 202ff, 217ff 

Religious Education, 28ff, 145ff 

Resources, natural, 2 

Rice-lands, percent of total, 94 

Roads, 4, 64 

Roberts, Dr. S. L., 145 

Rockwell, Rev., 153 

Ross & MclIntyre, Messrs., 9, 23 

Russo-Japan War, 6, 161 


S 
Saito, Gov.-Gen., 8, 42, 56, 128, 138, 
163; 236, 283; attitude of, 8, 98, 210, 


INDEX 


217, 283; educ., accomplishments, 
211, 220, 233, 273; ruling on private 
schools, 56, 60, 138, 217ff 


Salaries, teachers, 97, 99—see also 
App. H. and G. 
Salvation Army, 93; beggar boys’ 


home, 93, 152; opening of work, 10 

Scouts, Boy, 151, 156 

Scranton VirsseiViseh.0, L756 Lon 43) 
102, 143 

Secondary Education—Goy., 261ff; 
curricula in 1911 and 1922, 265, 266; 
ratio of schs. to com. sch. enroll- 
ment, 267, 268; statistics, 262, 263; 
Mission—Australian, 77ff; Cana- 
dian, 81ff; general conditions of, 
g4ff; increased demand for, 83, 161; 
Methodist, 43ff; Methodist, South, 
zoff; Presby., North, s5off; Presby., 
South, 64ff; salaries, teachers, 97, 
99; summary of, 102; statistics for 
six missions, 105 

Self-support—degree in education, 
167ff; policy of 85, 106, 162 

Senmon-Gakko—see College 

Seoul Foreign School, The, 156 

Seventh Day Adventist Mission, 93 

Severance, Mr. J. L., 123 

Severance Medical College, 120ff 

Severance Nurses’ Training School, 
124 

“Sherman, The General,” 9 

Shibata, Mr., negotiations with, 217; 
statement on revised regulations, 212 

Shintoism in schools, 198 

Silla, kingdom of, 4, 6 

Single-crop evil, 94 

Smith, Commissioner, 285, 287 

Sohtang, 73, 93, 96, 98, 102, 169, 1741f, 
282 

Songdo, higher com. sch., 72; textile 
dept., 117; Women’s Evang. centre, 
149 

Special school—see college 

Starnre Dita Hy Owe 7.5 

Statistics, Adams report—see App. G. 
Australian, 79, 81; Bible classes, 
32; Bible Institute, 34; Canadian, 
86; Coen questionnaire—see App. 


G.; Colleges, govt., 271; Common 
schools, private, 182; public, 231, 
248; InduStrial schs., govt., 256ff; 


Meth. Episc., 50, 52; Meth. Episc., 


Oo 


South, 74, 77; Mission, table of 20 
schs., 100; Missionaries, percent in 
‘branches of wk., 165, App. J; 
Missions, for six, 102, 105; Normal 
schs., govt., 273; Presby., INE 2a. 
Presby., S., 68, 70; Primary, public, 
231, 248; private educ., all, 135; 
Roman Catholic, 89; Sec. and 
Higher, private, 185; Secondary, 
Govt., 262, 263; Sohtang, 179; Sun- 
day schools, 37; Vacation Bible 
Schools, 38; Various private schs., 
173; Wages, 95 

Stimson, Mr. Charles M., 136 

Sunday Schools, 36 

Swinehart, Mrs. M. L., 116 


ar 

Tangun, altar, 2; dynasty, 4 

Taxes, Dolph on, 95; educational, 240 

Teachers, number per school, 249; 
pupils per, 249; services Gir, shies 
salaries, 97, 99, App. G. and H.; 
term of service, App. G. 

Technical College, 139, 267 

Terauchi, Count, 193, 194, 198, 206, 
208 

Textile Dept., Songdo, 117 

Theological Seminaries, English 
church, 91; Methodist, 146; Presby- 
terian, 145; Roman Catholic, 146 

Thomas, Rev., killed, 9 

Trades, pop., by, 3, 4; wages in six, 


95 

Translation, Bible, 23ff 

Treaties with Japan, 6, 8, 225; with 
(Uh Ge Ale G8 

Trollope, Bishop, M. N., 90 

Tuition, elementary private schs., 96; 
mission funds and—see funds— 
public schools, 240; secondary, pri- 
vate, App. G. 


U 

Underwood, Dr. H. G., arrival of, 9; 
Bible translation by, 24; death of, 
135; early educ. work, 18, 50, 54, 
102; higher education, attitude on, 
131, 140; gifts secured by, 134, 
136; industrial training, work for, 
114; itineration, first, by, 26; liter- 
ary work of, 24, 25; medical educ., 
opening, by, 22 


336 MODERN EDUCATION IN KOREA 


Underwood, Mrs. H. G., 136, 154; first 
itineration by woman, 26; physi- 
cian to queen, 10, 26 

Underwood, H. H., 115, 138, 158 

Underwood, Mrs. H. H., 156 

Underwood, Mr. J. T., 138 

Union Christian College, 126ff; aims, 
127; buildings, 130; policy on reli- 
gion in schs., 128; recognition of 
ite Dentemi2S mSUpDOLUmOIAET3O 

University, in Japanese Educ. system, 
42 (Fig. 4); preparatory school, 42, 
221, 269; provision for 42, 216, 221, 
267 ff 


V 


Vacation Bible Schools, 37 

Van Wagoner—see Mrs. H. H. Under- 
wood 

Various private schools, 172ff 

Village schools—see sohtang 

Vocational training—see Industrial 

Von Mollendorf, 11 


W 

Wages, average in Korea, 95, 186 

Wanamaker, Mr. John, 92 

Wells School, J. D., 54; charter for 
college, 134; curriculum, early, 54; 
present, 266; designation of, 56, 
218; finances of, 60; industria! 
dept. of, 114 

Women, Bible schools for, 34; educ. 
associations for, 186; evang. centres 
for, 149; Ewha college for, 141; 
Helm school, Mary, 73, 115; lace- 
making by, 116; medical educ. of, 
VUE MEO NIE MOS Paley 57) 

y 

Young Men’s Associations, 187 

Y. M. C. A., general work of, 92, 150; 
industrial training, 92, 118; open- 
ing of work, 10, 92; physical edu- 
cation, 93, 152; religious education, 


93, 150 ; 
Yun, Baron, Chi Ho, 70, 72 


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